Wikiversity:Colloquium

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&lt;!-- MESSAGES GO BELOW --&gt;

== Warning templates ==

We do not have any warning templates here at Wikiversity yet. Why not import them? [[User:Lightbluerain|Lightbluerain]] ([[User talk:Lightbluerain|discuss]] • [[Special:Contributions/Lightbluerain|contribs]]) 17:40, 13 May 2022 (UTC)

:@[[User:Lightbluerain|Lightbluerain]]: I'm not sure which warnings you are looking for, but see [[Wikiversity:Import]] to add you request(s). Thanks! -- [[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 23:38, 13 May 2022 (UTC)

:We do have a couple of templates in [[:Category:User warning templates]]. --[[User:Mu301|mikeu]] &lt;sup&gt;[[User talk:Mu301|talk]]&lt;/sup&gt; 21:40, 17 June 2022 (UTC)

== Next steps on the Universal Code of Conduct (UCoC) Enforcement guidelines ==

Hey all - I have an update on the [[m:Special:MyLanguage/Universal Code of Conduct/Project|Universal Code of Conduct (UCoC) project]].

[[m:Special:MyLanguage/Universal Code of Conduct/Enforcement guidelines/Voting/Report|'''A report is available on Meta-Wiki''']]. about the [[m:Special:MyLanguage/Universal Code of Conduct/Enforcement guidelines/Vote|2022 March ratification vote]] on the [[m:Special:MyLanguage/Universal Code of Conduct/Enforcement guidelines|UCoC Enforcement guidelines]]. Voters cast votes from at least 137 communities. At least 650 participants added comments with their vote. ''([[m:Special:MyLanguage/Universal Code of Conduct/Enforcement guidelines/Voting/Report/Announcement|See full announcement]])''

Following the vote, the [[m:Special:MyLanguage/Wikimedia Foundation Community Affairs Committee|Community Affairs committee (CAC)]] of the Wikimedia Foundation Board of Trustees  [https://lists.wikimedia.org/hyperkitty/list/wikimedia-l@lists.wikimedia.org/thread/JAYQN3NYKCHQHONMUONYTI6WRKZFQNSC/ asked that several areas be reviewed for improvements]. A [[m:Special:MyLanguage/Universal Code of Conduct/Drafting committee#Revisions Committee|Revision Drafting Committee]] will refine the enforcement guidelines based on community feedback.

To help the Revisions committee, input from the community is requested. Visit the Meta-wiki pages ([[m:Special:MyLanguage/Universal_Code_of_Conduct/Enforcement_guidelines/Revision_discussions|Enforcement Guidelines revision discussions]], [[m:Special:MyLanguage/Universal_Code_of_Conduct/Policy text/Revision_discussions|Policy text revision discussions]]) to provide thoughts for the new drafting committee. ''([[m:Universal Code of Conduct/Enforcement guidelines/Revision discussions/Announcement|See full announcement]])''

Let me know if you have any questions about these next steps. [[User:Xeno (WMF)|Xeno (WMF)]] ([[User talk:Xeno (WMF)|discuss]] • [[Special:Contributions/Xeno (WMF)|contribs]]) 02:23, 2 June 2022 (UTC)

== Chris Tolworthy ==

A blogger by the name of [https://answersanswers.com/index.html Chris Tolworthy] has written a lot of essays about the Bible and other subjects. Personally, I think that while some of these essays are pretty much just drivel, others might be worth including on Wikiversity. However, I don't know what kind of license Tolworthy uses on his work- the main page just says, &quot;If you find these pages useful please share and copy them.&quot; How that would be expressed in the form of a Creative Commons license, I'm not entirely sure. Also, if we did include Tolworthy's works, he has [https://www.facebook.com/HeyLookThatsMe/ a Facebook account], which would satisfy criteria no. 3 on the [[Help:Essay]] page. What do you think?

--[[User:Lizardcreator|Lizardcreator]] ([[User talk:Lizardcreator|discuss]] • [[Special:Contributions/Lizardcreator|contribs]]) 23:34, 15 June 2022 (UTC)

:@[[User:Lizardcreator|Lizardcreator]] You are welcome to link to these resources and create learning projects around them. You cannot copy them and host them at Wikiversity. Only Chris Tolworthy can do that. Any resource that doesn't explicitly include a Creative Commons or other open license isn't licensed for sharing on Wikiversity. [[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 13:57, 16 June 2022 (UTC)

== Desktop Improvements update ==

[[File:Table of contents shown on English Wikipedia 02.webm|thumb]]
; Making this the new default
Hello. I wanted to give you an update about the [[mw:Special:MyLanguage/Reading/Web/Desktop_Improvements|Desktop Improvements]] project, which the Wikimedia Foundation Web team has been working on for the past few years. Our work is almost finished! 🎉

We would love to see these improvements become the default for readers and editors across all wikis. &lt;span style=&quot;background-color:#fc3;&quot;&gt;In the coming weeks, we will begin conversations on more wikis, including yours. 🗓️&lt;/span&gt; We will gladly read your suggestions!

The goals of the project are to make the interface more welcoming and comfortable for readers and useful for advanced users. The project consists of a series of feature improvements which make it easier to read and learn, navigate within the page, search, switch between languages, use article tabs and the user menu, and more. The improvements are already visible by default for readers and editors on more than 30 wikis, including Wikipedias in [[:fr:|French]], [[:pt:|Portuguese]], and [[:fa:|Persian]].

The changes apply to the [{{fullurl:{{FULLPAGENAMEE}}|useskin=vector}} Vector] skin only, although it will always be possible to revert to the previous version on an individual basis. [{{fullurl:{{FULLPAGENAMEE}}|useskin=monobook}} Monobook] or [{{fullurl:{{FULLPAGENAMEE}}|useskin=timeless}} Timeless] users will not notice any changes.

; The newest features
* [[mw:Special:MyLanguage/Reading/Web/Desktop_Improvements/Features/Table of contents|Table of contents]] - our version is easier to reach, gain context of the page, and navigate throughout the page without needing to scroll. It is currently tested across our pilot wikis.  It is also available for editors who have opted into the Vector 2022 skin.
* [[mw:Special:MyLanguage/Reading/Web/Desktop_Improvements/Features/Page tools|Page tools]] - now, there are two types of links in the sidebar. There are actions and tools for individual pages (like [[Special:RecentChangesLinked|Related changes]]) and links of the wiki-wide nature (like [[Special:RecentChanges|Recent changes]]). We are going to separate these into two intuitive menus.
; How to enable/disable the improvements
[[File:Desktop Improvements - how to enable globally.png|thumb|[[Special:GlobalPreferences#mw-prefsection-rendering|{{int:globalpreferences}}]]]]
* It is possible to opt-in individually [[Special:Preferences#mw-prefsection-rendering|in the appearance tab within the preferences]] by selecting &quot;{{int:skinname-vector-2022}}&quot;. Also, it is possible to opt-in on all wikis using the [[Special:GlobalPreferences#mw-prefsection-rendering|global preferences]].
* On wikis where the changes are visible by default for all, logged-in users can always opt-out to the Legacy Vector. There is an easily accessible link in the sidebar of the new Vector.

; Learn more and join our events

If you would like to follow the progress of our project, you can [[mw:Special:Newsletter/28/subscribe|subscribe to our newsletter]]. You can read the [[mw:Special:MyLanguage/Reading/Web/Desktop_Improvements|pages of the project]], check [[mw:Special:MyLanguage/Reading/Web/Desktop_Improvements/Frequently_asked_questions|our FAQ]], write on the [[mw:Talk:Reading/Web/Desktop_Improvements|project talk page]], and [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements/Updates/Talk to Web|join an online meeting with us]].

Thank you! [[User:SGrabarczuk (WMF)|SGrabarczuk (WMF)]] ([[User talk:SGrabarczuk (WMF)|talk]]) 16:59, 21 June 2022 (UTC)
&lt;!-- Message sent by User:SGrabarczuk (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=User:SGrabarczuk_(WMF)/sandbox/MM/En_fallback&amp;oldid=23430301 --&gt;

== TemplateScripts = Templates + JavaScript ==

Hi! I'd like to propose enabling [[c:Help:TemplateScripts|TemplateScripts]] on the English Wikiversity. It's not a MediaWiki extension, but a few lines of JavaScript added to [[MediaWiki:Common.js]] that basically allow to run JavaScript from templates, '''as long as the code is on the MediaWiki namespace and with the &quot;TemplateScript-&quot; prefix''', which requires an authorized user and community consensus to get there.

The system is enabled on the Spanish Wikipedia where it's used for easy signing of polls and projects (see blue button [[:es:Wikiproyecto:Veganismo/participantes|here]]), for navigating [[Template:Excerpt#Excerpt trees|excerpt trees]] (see box with tree icon [[:es:Discusión:Ciencia|here]]), for injecting interactive widgets on some articles ([[:es:Hormiga de Langton|here]] and [[:es:Juego de la vida|here]]) and more recently for creating interactive forms that inject content into other pages (see template [[:es:Plantilla:Formulario|here]], soon to be used on admin boards).

My immediate goal on Wikiversity is to use it to develop a tool to make [[Wikidebate|wikidebates]] more friendly. However I believe some of the existing scripts, particularly the ones for creating forms and signing pages, can be very useful on Wikiversity overall, as well as in some specific projects like [[Automata theory]] and [[Conway's Game of Life]]. So what do you think? [[User:Sophivorus|Sophivorus]] ([[User talk:Sophivorus|talk]]) 21:12, 29 June 2022 (UTC)

== Results of Wiki Loves Folklore 2022 is out! ==

&lt;div lang=&quot;en&quot; dir=&quot;ltr&quot; class=&quot;mw-content-ltr&quot;&gt;
{{int:please-translate}}
[[File:Wiki Loves Folklore Logo.svg|right|150px|frameless]]

Hi, Greetings

The winners for '''[[c:Commons:Wiki Loves Folklore 2022|Wiki Loves Folklore 2022]]''' is announced!

We are happy to share with you winning images for this year's edition. This year saw over 8,584 images represented on commons in over 92 countries. Kindly see images '''[[:c:Commons:Wiki Loves Folklore 2022/Winners|here]]'''

Our profound gratitude to all the people who participated and organized local contests and photo walks for this project.

We hope to have you contribute to the campaign next year.

'''Thank you,'''

'''Wiki Loves Folklore International Team'''

--[[User:MediaWiki message delivery|MediaWiki message delivery]] ([[User talk:MediaWiki message delivery|discuss]] • [[Special:Contributions/MediaWiki message delivery|contribs]]) 16:12, 4 July 2022 (UTC)

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== Wikiversity ==

What can i do with wikiversity

--[[User:Goku Sakaki|Goku Sakaki]] ([[User talk:Goku Sakaki|discuss]] • [[Special:Contributions/Goku Sakaki|contribs]]) 16:58, 10 July 2022 (UTC)

:@[[User:Goku Sakaki|Goku Sakaki]] Welcome! Start with [[What is Wikiversity?]]. Then look around and see what interests you. -- [[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 01:06, 11 July 2022 (UTC)

== How to graphically design a park ==

How do I design a park {{unsigned|Darelle Meyer}}
:That would be a pretty involved process and I don't think that Wikiversity or our sister project [[:b:en:|Wikibooks]] has a resource on that yet. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 21:36, 11 July 2022 (UTC)

== Wikimedia Foundation Board of Trustees Election: Propose statements for the 2022 Election Compass ==

&lt;section begin=&quot;announcement-content&quot; /&gt;
:''[[m:Special:MyLanguage/Wikimedia Foundation elections/2022/Announcement/Propose statements for the 2022 Election Compass| You can find this message translated into additional languages on Meta-wiki.]]''
:''&lt;div class=&quot;plainlinks&quot;&gt;[[m:Special:MyLanguage/Wikimedia Foundation elections/2022/Announcement/Propose statements for the 2022 Election Compass|{{int:interlanguage-link-mul}}]] • [https://meta.wikimedia.org/w/index.php?title=Special:Translate&amp;group=page-{{urlencode:Wikimedia Foundation elections/2022/Announcement/Propose statements for the 2022 Election Compass}}&amp;language=&amp;action=page&amp;filter= {{int:please-translate}}]&lt;/div&gt;''

Hi all,

Community members in the [[m:Special:MyLanguage/Wikimedia Foundation elections/2022|2022 Board of Trustees election]] are invited to '''[[m:Special:MyLanguage/Wikimedia_Foundation_elections/2022/Community_Voting/Election_Compass|propose statements to use in the Election Compass.]]'''

An Election Compass is a tool to help voters select the candidates that best align with their beliefs and views. The community members will propose statements for the candidates to answer using a Lickert scale (agree/neutral/disagree). The candidates’ answers to the statements will be loaded into the Election Compass tool. Voters will use the tool by entering in their answer to the statements (agree/disagree/neutral). The results will show the candidates that best align with the voter’s beliefs and views.

{{collapse|heading=Timeline for the Election Compass|content=

July 8 - 20: Community members propose statements for the Election Compass

July 21 - 22: Elections Committee reviews statements for clarity and removes off-topic statements

July 23 - August 1: Volunteers vote on the statements

August 2 - 4: Elections Committee selects the top 15 statements

August 5 - 12: candidates align themselves with the statements

August 15: The Election Compass opens for voters to use to help guide their voting decision
}}

The Elections Committee will select the top 15 statements at the beginning of August. The Elections Committee will oversee the process, supported by the Movement Strategy and Governance team. MSG will check that the questions are clear, there are no duplicates, no typos, and so on.

Best,

Movement Strategy and Governance

''This message was sent on behalf of the Board Selection Task Force and the Elections Committee''&lt;br /&gt;&lt;section end=&quot;announcement-content&quot; /&gt; [[User:Xeno (WMF)|Xeno (WMF)]] ([[User talk:Xeno (WMF)|discuss]] • [[Special:Contributions/Xeno (WMF)|contribs]]) 17:00, 11 July 2022 (UTC)

== Movement Strategy and Governance News – Issue 7 ==

&lt;section begin=&quot;msg-newsletter&quot;/&gt;
&lt;div style = &quot;line-height: 1.2&quot;&gt;
&lt;span style=&quot;font-size:200%;&quot;&gt;'''Movement Strategy and Governance News'''&lt;/span&gt;&lt;br&gt;
&lt;span style=&quot;font-size:120%; color:#404040;&quot;&gt;'''Issue 7, July–⁠September 2022'''&lt;/span&gt;&lt;span style=&quot;font-size:120%; float:right;&quot;&gt;[[m:Special:MyLanguage/Movement Strategy and Governance/Newsletter/7|'''Read the full newsletter''']]&lt;/span&gt; 
----
Welcome to the 7th issue of Movement Strategy and Governance News! The newsletter distributes relevant news and events about the implementation of Wikimedia's [[:m:Special:MyLanguage/Movement Strategy/Initiatives|Movement Strategy recommendations]], other relevant topics regarding Movement governance, as well as different projects and activities supported by the Movement Strategy and Governance (MSG) team of the Wikimedia Foundation.  

The MSG Newsletter is delivered quarterly, while the more frequent [[:m:Special:MyLanguage/Movement Strategy/Updates|Movement Strategy Weekly]] will be delivered weekly. Please remember to subscribe [[m:Special:MyLanguage/Global message delivery/Targets/MSG Newsletter Subscription|here]] if you would like to receive future issues of this newsletter.
&lt;/div&gt;&lt;div style=&quot;margin-top:3px; padding:10px 10px 10px 20px; background:#fffff; border:2px solid #808080; border-radius:4px; font-size:100%;&quot;&gt; 

* '''Movement sustainability''': Wikimedia Foundation's annual sustainability report has been published. ([[:m:Special:MyLanguage/Movement Strategy and Governance/Newsletter/7#A1|continue reading]])
* '''Improving user experience''': recent improvements on the desktop interface for Wikimedia projects. ([[:m:Special:MyLanguage/Movement Strategy and Governance/Newsletter/7#A2|continue reading]])
* '''Safety and inclusion''': updates on the revision process of the Universal Code of Conduct Enforcement Guidelines. ([[:m:Special:MyLanguage/Movement Strategy and Governance/Newsletter/7#A3|continue reading]])
* '''Equity in decisionmaking''': reports from Hubs pilots conversations, recent progress from the Movement Charter Drafting Committee, and a new white paper for futures of participation in the Wikimedia movement. ([[:m:Special:MyLanguage/Movement Strategy and Governance/Newsletter/7#A4|continue reading]])
* '''Stakeholders coordination''': launch of a helpdesk for Affiliates and volunteer communities working on content partnership. ([[:m:Special:MyLanguage/Movement Strategy and Governance/Newsletter/7#A5|continue reading]])
* '''Leadership development''': updates on leadership projects by Wikimedia movement organizers in Brazil and Cape Verde. ([[:m:Special:MyLanguage/Movement Strategy and Governance/Newsletter/7#A6|continue reading]])
* '''Internal knowledge management''': launch of a new portal for technical documentation and community resources. ([[:m:Special:MyLanguage/Movement Strategy and Governance/Newsletter/7#A7|continue reading]])
* '''Innovate in free knowledge''': high-quality audiovisual resources for scientific experiments and a new toolkit to record oral transcripts. ([[:m:Special:MyLanguage/Movement Strategy and Governance/Newsletter/7#A8|continue reading]])
* '''Evaluate, iterate, and adapt''': results from the Equity Landscape project pilot ([[:m:Special:MyLanguage/Movement Strategy and Governance/Newsletter/7#A9|continue reading]])
* '''Other news and updates''': a new forum to discuss Movement Strategy implementation, upcoming Wikimedia Foundation Board of Trustees election, a new podcast to discuss Movement Strategy, and change of personnel for the Foundation's Movement Strategy and Governance team. ([[:m:Special:MyLanguage/Movement Strategy and Governance/Newsletter/7#A10|continue reading]])
&lt;/div&gt;&lt;section end=&quot;msg-newsletter&quot;/&gt; [[User:Xeno (WMF)|Xeno (WMF)]] ([[User talk:Xeno (WMF)|discuss]] • [[Special:Contributions/Xeno (WMF)|contribs]]) 00:29, 17 July 2022 (UTC)

== Master/doctoral theses publication here ==

Hello, I am a somewhat long-time Wikipedian but a novice in Wikiversity. I have a few of questions: 

#Does Wikiversity allow for the publication here of masters and doctoral theses? 
##If the answer is yes, can an editor do so on behalf of the author, if the author has granted the editor permission?
#If an academic paper has been published in a peer-reviewed journal that is open access, can the paper be re-published in Wikiversity?
#Does Wikiversity allow for the publication of research papers written as part of a university course?
#Can syllabi and reading lists from graduate courses be published here? (with the permission of the Professors who created them)

Thank you. [[User:Al83tito|Al83tito]] ([[User talk:Al83tito|discuss]] • [[Special:Contributions/Al83tito|contribs]]) 04:39, 22 July 2022 (UTC)</text>
      <sha1>rx84h0bids1a2yfqjm0eag9qxki0vdo</sha1>
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  <page>
    <title>Legendre differential equation</title>
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        <ip>2409:4053:E18:4801:6FCA:BA7A:2BB2:FB40</ip>
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      <comment>Fixed typo</comment>
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      <text bytes="2327" xml:space="preserve">The Legendre differential equation is the second order [[ordinary differential equation]] (ODE) which can be written as:
:&lt;math&gt;(1-x^2)d^2y/dx^2-2xdy/dx+l(l+1)y=0\,&lt;/math&gt;
which when rearranged to:
:&lt;math&gt;{d \over dx }[(1 - x^2){dy \over dx }]+l(l+1)y=0\,&lt;/math&gt; is called Legendre differential equation of order &lt;math&gt;l&lt;/math&gt;, where the quantity &lt;math&gt;l&lt;/math&gt; is a constant.

:&lt;math&gt;Ly=0\,&lt;/math&gt;
where &lt;math&gt;L\,&lt;/math&gt; is the Legendre operator:
:&lt;math&gt;L={d \over dx }[(1 - x^2){d \over dx }]+l(l+1)\,&lt;/math&gt;

In principle, &lt;math&gt;l&lt;/math&gt; can be any number, but it is usually an integer.

We use the Frobenius method to solve the equation in the region &lt;math&gt;|x|\leq 1&lt;/math&gt;. We start by setting the parameter p in Frobenius method zero.


:&lt;math&gt;y= \sum_{n=0}^{\infty}a_n x^n&lt;/math&gt;,
:&lt;math&gt;y' = \sum_{n=0}^{\infty}n a_n x^{n-1}&lt;/math&gt;,
:&lt;math&gt;y'' = \sum_{n=0}^{\infty}n(n-1) a_n x^{n-2}&lt;/math&gt;.


Substituting these terms into the original equation, one obtains


:{| border=&quot;0&quot; cellpadding=&quot;0&quot; cellspacing=&quot;0&quot;
|-|
|&lt;math&gt;0=Ly\,&lt;/math&gt;
|&lt;math&gt; = \big(1-x^2)y'' -2xy'+l(l+1)y&lt;/math&gt;
|-
|
|&lt;math&gt;=(1-x^2)\sum_{n=0}^{\infty}n(n-1) a_n x^{n-2} 
       - 2x\sum_{n=0}^{\infty}n a_n x^{n-1}
       + l(l+1)\sum_{n=0}^{\infty}a_n x^n&lt;/math&gt;
|-
|
|&lt;math&gt;=\sum_{n=0}^{\infty}\left[-n(n-1)-2n+l(l+1)\right] a_n x^n
       + \sum_{n=0}^{\infty}n(n-1) a_n x^{n-2}&lt;/math&gt;
|-
|
|&lt;math&gt;=\sum_{n=0}^{\infty}\left[l^2-n^2+l-n\right]a_n x^n
       + \sum_{n=-2}^{\infty}(n+2)(n+1) a_{n+2} x^n&lt;/math&gt;
|-
|
|&lt;math&gt;=\sum_{n=0}^{\infty}\left[(l+n+1)(l-n)a_n + (n+2)(n+1)a_{n+2}\right]x^n&lt;/math&gt;.
|-
|}


Thus


:&lt;math&gt; a_2 = -{l(l+1) \over 2} a_0&lt;/math&gt;,

and in general,

:&lt;math&gt; a_{n+2} = -{(l+n+1)(l-n) \over (n+2)(n+1)}a_n  &lt;/math&gt;.

This series converges when

:&lt;math&gt;\lim_{n \to \infty}\left|{a_{n+2}x^{n+2} \over a_nx^n}\right|&lt;1&lt;/math&gt;.


Therefore the series solution has to be cut by choosing:


:&lt;math&gt; n =l \mbox { or } n = -(l+1)\,&lt;/math&gt;.


The series cut in specific integers &lt;math&gt;l&lt;/math&gt; and &lt;math&gt;l+1&lt;/math&gt; produce polynomials called '''Legendre polynomials'''.

==External links==

&lt;!-- footer templates --&gt;
{{Mathematics resources}}{{Sisterlinks|Legendre differential equation}}

&lt;!-- footer categories --&gt;
[[Category:Lessons]]
[[Category:Equations]]
[[Category:Calculus]]
[[Category:Resources last modified in May 2019]]</text>
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== How to read piano music ==
[[File:Alberto Playing Piano 2.jpg|thumb|right|200px|Here are the two staves. Working memory capacity plays a role in a piano player's ability to sight read a new piece of music while playing the piano. Credit: [[c:User:Alfavero|Alfavero]] @ Wikimedia Commons]]
[[w:Piano| Piano]] music generally contains two staves: the treble staff and the bass staff. Notes higher than middle C are usually placed on the treble staff while notes lower than middle C are usually placed on the bass staff. 

The treble [[wiktionary:clef|clef]] may also be called the G clef. The line that passes through the centre of the swirling part of the Treble Clef is the G line. The G just above Middle C sits on this line.
The bass clef may also be called the F clef. The line that passes through the two dots of the Bass Clef is the F line. The F just below Middle C sits on this line. 

Music notes are either placed in spaces or on lines. Moving from a line note to the very next space note in piano music is the same as moving from one white key to the very next white key on the piano. Moving from one note to the next is called a step. The best approach to figuring out note names is by counting steps after having learned the main landmarks: Middle C, G line, F line, Treble C, and Bass C. 

According to Wictionary, Treble C and Bass C are one octave above and below middle C, which would find them on space 3 of the treble staff, and space 2 (from the bottom) on the bass staff.
{{clear}}

== How to play major scales ==
=== C Major ===
[[Image:C major scale.png|right]]
The following are some basic scales to learn for the keyboard. The basic C Major scale is shown to the right as a baseline reference. The letters represent notes of the scale, while numbers represent the suggested fingering for each scale.

You can use the following fingering for the notes for the right hand:
 C D E F G A B C
 1 2 3 1 2 3 4 5

# 1 represents the thumb.
# 2 the index finger.
# 3 the middle finger.
# 4 the ring finger.
# 5 the little finger (pinky).

Notice that the thumb goes under the middle finger as the scale progresses from E to F.

For the left hand, you can do
 C D E F G A B C
 5 4 3 2 1 3 2 1
Notice that the middle finger is tucked over the thumb as the scale progresses from G to A. 
=== G Major ===

Right hand fingering
 G A B C D E F# G
 1 2 3 1 2 3 4  5

Left hand fingering
 G A B C D E F# G
 5 4 3 2 1 3 2  1

=== D Major ===

Right hand fingering
 D E F# G A B C# D
 1 2 3  1 2 3 4  5

Left hand fingering
 D E F# G A B C# D
 5 4 3  2 1 3 2  1

=== A Major ===

Right hand fingering
 A B C# D E F# G# A
 1 2 3  1 2 3  4  5

Left hand fingering
 A B C# D E F# G# A
 5 4 3  2 1 3  2  1

=== E Major ===

Right hand fingering
 E F# G# A B C# D# E
 1 2  3  1 2 3  4  5

Left hand fingering
 E F# G# A B C# D# E
 5 4  3  2 1 3  2  1
Notice that the first five scales utilize the same fingerings. Also notice that these scales use reversed finger positions between the two hands.

=== B/Cb Major ===

Right hand fingering
 B/Cb C#/Db D#/Eb E/Fb F#/Gb G#/Ab A#/Bb B
 1    2     3     1    2     3     4     5

Left hand fingering
 B/Cb C#/Db D#/Eb E/Fb F#/Gb G#/Ab A#/Bb B
 4    3     2     1    4     3     2     1

=== F#/Gb Major ===

Right hand fingering
 F#/Gb G#/Ab A#/Bb B/Cb C#/Db D#/Eb E#/Fb F#/Gb
 2     3     4     1    2     3     1     2

Left hand fingering
 F# G# A# B C# D# E# F#
 4  3  2  1 3  2  1  2

=== Db/C# Major ===

Right hand fingering
 Db/C# Eb/D# F/E# Gb/F# Ab/G# B/A# C/B# Db/C#
 2     3     1    2     3     4    1    2

Left hand fingering
 Db/C# Eb/D# F/E# Gb/F# Ab/G# B/A# C/B# Db/C#
 3     2     1    4     3     2    1    2

== Case studies ==
Here are suggestions for piano studies (listed roughly by difficulty)
To participate in these case studies, one should have the music readily available (most of them can be easily found at [http://imslp.org/wiki/ IMSLP]). 

* Hanon: [http://imslp.org/wiki/The_Virtuoso_Pianist_(Hanon,_Charles-Louis) The Virtuoso Pianist in 60 Exercises]
* Short pieces from The Notebook for Anna Magdalena Bach by Johann Sebastian Bach
* Nineteenth-Century Pedagogical Character Pieces such as those of Cornelius Gurlitt or Friedrich Burgmuller
* School of Velocity and Other Studies by Carl Czerny.
* Mikrokosmos of Bela Bartok
* Tewntieth-Century Character pieces such as those of Dimitri Kabalevsky, Alexander Gretchaninoff or Samuel Maykapar
* Two- and Three-Part Inventions of Johann Sebastian Bach
* Multi-movement sonatinas such as those of Muzio Clementi
* More difficult Nineteenth-Century Character Pieces such as those of Robert Schumann, Edvard Grieg or Felix Mendelssohn
* More Complex Sonata forms such as those of Franz Josef Haydn or Wolfgang Amadeus Mozart
* Nocturnes of Frederic Chopin
* &quot;Pictures at an Exhibition&quot; by Mussorgsky
* Preludes and Fugues of Johann Sebastian Bach's Well-Tempered Clavier
* Sonatas of Ludwig van Beethoven
* Etudes by Frederic Chopin
* Etudes-Tableaux by Sergei Rachmaninoff
* Douze Études d'exécution transcendante by Franz Liszt
* Other works by Liszt, Rachmaninoff and Chopin

Beginner pianists should not be daunted by the size of the list, especially its latter half; working through these studies should take months if not years of devoted practice. Take note that the above list consists only of suggestions, and are not &quot;mandatory for any and all pianists.&quot; However, in the process of studying a piece, a pianist ought not to put emphasis on snapping up the piece as quickly as possible; rather, he should take time ensure that the technique is being properly developed. It is difficult to correct technical errors once they have been practiced solidly into a piece.

==Technique==
[[File:Mikhail Shehtman (hands playing a piano).jpg|thumb|right|200px|Here are fingers in motion. Credit: Quincena Musical @ Flickr]]
To achieve a perfect technique and total virtuoso piano playing, one must consider several critical factors, these must be reviewed and taken into account at all times. 
* One of the most important is to have a position of the hands as relaxed as possible, without any unnecessary tension at the wrists and the rest of the hand. 
* Another factor to be taken into account is that when we play there must be a connection between the fingers, just at the time one of the fingers rises, the other lowers. In other words: there should never be a silence (no matter how minimal) between the two notes, nor should the notes sound simultaneously (even in a lapse of microseconds). 
* Another factor that is important is the position of the hands, which should always be light and playing with the pads of the fingers (not fingertips). 
* Another point that should be taken into account is that the speed of your fingers has to be equal. Normally, there are many mediocre pianists whose fingers 2 and 3 have much more strength and speed than those 4 and 5. This must be avoided. At this particular point, Hanon helps a lot, enlisted in the works above.
{{clear}}

==See also==
This page was requested at [[Wikiversity:Requests]]

You may want to get involved at [[Basic Blues &amp; Rock]] or [[Jazz]] if you are interested in playing piano, organ or keyboards within those [[w:Music genres|Music genres]].

[[Commons:Musical_notation | Musical Notation Article]]

==External links==
*[http://www.ibiblio.org/mutopia/ Mutopia], an online resource for free sheet music
*[http://www.imslp.org/ IMSLP], International Music Score Library Project, a resource containing many music scores, including some of the ones recommended in the article 
*[http://www.pianofundamentals.com/ Fundamentals of Piano Practice], online textbook teaching the most efficient way to practice piano playing
*Useful links for &quot;[http://www.mutopiaproject.org/cgibin/piece-info.cgi?id=781 Wedding-day at Troldhaugen]&quot; by [[w:Lyric Pieces|Edvard Grieg]].
*[http://www.learnmusik.com Piano lessons in London], List of piano teachers in London and the UK
*[http://www.gsokol.com Pianist, composer, and piano teacher in London], private piano teacher based in central London
*Listen to some classical piano recordings from a [http://nieldupreez.eu pianist in London]

{{Musical instruments}}

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==Objective==
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* Get an overview of C and its benefits.
* Learn about the creation of C.
* Learn the uses of C.
* Learn and acquire the tools you'll need for this course.
* Understand the need to complete the assignments.
* Understand the need to pace yourself.
* Have fun!
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==Lesson==
===Overview===
If you have never programmed before or you want a refresher on C, then this course is for you! The C language provides a basis for understanding core programming concepts and a general feel of how the computer works. If you know how to program in C, you'll be able to transition to other [[Wikipedia:C-like programming languages|C-like languages]] like [[C++]], [[Java]], and [[C Sharp|C#]] with relative ease. You aren't just limited to learning programming languages either, because a lot of the concepts taught in this course are associated with the field of [[Wikipedia:computer science|computer science]].

===The Birth of C===
[[Image:Ken Thompson and Dennis Ritchie.jpg|right|[[Wikipedia:Ken Thompson|Ken Thompson]] (left) with [[Wikipedia:Dennis Ritchie|Dennis Ritchie]] (right, the inventor of the C programming language).|frame]]

The C language didn't just happen over night. Time, people, and events were needed in order for this language to become a reality. So, how exactly did C come to its existence? In the early 1960's the idea of ''time-sharing'' became powerful. Large amounts of money and manpower were spent on programs that allowed a large number of people to access '''one''' computer from a terminal and use some of its resource, all at the '''same''' time! One computer was able to act like 100, allowing places like Universities to efficiently give its students access to a computer at a reasonable cost. Eventually, a time-sharing operating system called '''Multics''' became prominent in the time-sharing industry. Although Multics was revolutionary in some ways, it had many problems. It's code was large and complex, which meant it wasn't very efficient to modify the operating system. In the early 1970's, the people at Bell Labs got frustrated and fed up with Multics, so they decided to create their own operating system. Today, this operating system is known as [[Wikipedia:Unix|Unix]]. It was originally written in ''assembly'', which led to some problems, since it isn't very portable. The solution to their problem was going to be a programming language called [[Wikipedia:B (programming language)|B]], but it had some problems and inefficiencies. Dennis Ritchie created a newer and better version of B that was called C; C being a lot more powerful than B. C was so powerful, that it was able to do the job and Unix was mostly rewritten in C. This allowed Unix to be ported to many different computers with relative ease. Soon C was used for other jobs, slowly becoming one of the most influential languages ever.

===C's Uses===
C is widely used in education, in application programs like text editors, windows based applications, in games like Quake III, in calculations like finding interest, and for sorting, maintaining and organizing large amounts of data. C programs are used in engineering applications like plotting of curves, integration, game development and many more. C has been used in very complex things also, e.g. Operating systems like GNU/Linux , Unix. Microsoft/Windows and other Unices (SunOS, FreeBSD, et al) were also written partly in C.

===Tools You'll Need===
{{Warning|'''Warning:''' This course requires the use of a compiler, a special piece of software that isn't normally found on your computer. To get this software, most likely you need to '''download and install''' it on your computer. If you don't like downloading and installing stuff on your computer, you should skip this lesson. Beware, if you don't have a compiler you '''won't''' be able to build and test the examples!}}

A '''compiler''' is a program that takes source code and turns it into an executable file. To learn C, you'll need a computer and operating system that has a C compiler. Generally, these can be platform specific, so they will vary in usage and performance. A list of C compilers can be found [[Wikipedia:List of compilers#C compilers|here]]. Each compiler has its advantages and disadvantages, for example some compilers may cost money, but you should be able to find free ones. The most popular C compiler is GCC (GNU Compiler Collection), it is usually pre-installed in GNU/Linux. If not, you can install it using your respective package manager.
An '''IDE''' (Integrated Development Environment) is a software package that includes all the basic programming tools a developer may need. While not strictly necessary, all but the most proficient programmers may find it an invaluable resource. When downloading and installing the compiler or IDE, you'll need to strictly follow its manual on how to setup and use the compiler or IDE. If it has a poor manual, it is advised to beware of it. Many Windows IDE's uses GCC as their standard compiler.

If you choose not to install an IDE (which comes equipped with its own source code editor), you'll need a program to write source code. Generally, any ''plain-text'' editor, such as Windows Notepad, will do. (The key here is plain-text; you do not want to use a program that inserts 'invisible' formatting symbols, as they will cause compilation errors.)

{{Note|'''Note:''' Some compiler support different versions of C. There's ANSI C (aka C89, C90, ISO C, etc.), C99, C11, as well as others. The most common is ANSI C, so it's recommended that you get a ANSI C compiler.}}

As time passed and C became more widely used, it started to diverge from K&amp;R C (often refereed as original version of C, which was invented by Ken Thompson and Dennis Ritchie), and branched into different ''standards''. The first widely recognized standard was ANSI C (aka  C89, C90, ISO C), declared by the American National Standards Institute (ANSI) in 1989, which was approved by the International Organization for Standards (ISO) in 1990. More recent standards are the C11 and C17 standards, which were approved in 2011 and 2018 (prepared in 2017), respectively. Many C programs were written following the ANSI C standard.

Now you have all the tools you need to start using C.

===Assignments Are Good For You===
This course provides many questions and exercises that test to see if you've understand the lesson. They are all contained with a section of the lesson called &quot;Assignments&quot; and are found at the end of the lesson. Although you're not required to do them, it's recommended that you complete the given assignments.

===Have Fun!===
Finally, I would like to tell you that programming can be a lot of fun. If you have that constant urge to learn, to know more, if you are inquisitive, then learning C is not only a good experience, it is also fun. Some words of wisdom, try to pace yourself when using this course. Going too fast or too slow can reduce the will to complete this course.
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==Assignments==
[[File:Crystal_Clear_app_kedit.svg|right|100px]]
* Name a benefit gained when learning C?
* Give a short summary on the creation of C.
* Why was C famous irrespective of availability of other languages?
* Where is C used? What applications use C?
* Did you install a C compiler? If so, what's its name? Do you know how to use it?
* Did you faithfully complete this assignment?
* Give your suggestions that C is useful in today's world or not?
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[[File:718smiley.svg|150px|thumbnail|right]]
Hello and welcome to Wikiversity school of dentistry!

'''Aims:'''
* Teach anyone who is interested about dentistry, from the general public, to people interested in a career in dentistry, university students, and graduates
* Network with others engaged in this aim and have fun

What Wikiversity school of dentistry cannot do is provide you with any formal degree

==Learning resources==

{| class=&quot;wikitable&quot; border=&quot;1&quot; style=&quot;background: #d0e5f5; width:120px;&quot; align=&quot;right&quot;
|-
| [[File:Dentalmirror.jpg|120px|frameless|center|link=School:Dentistry]]
|-
| align=&quot;center&quot; |When navigating learning resources click the mirror to return to this page
|}

For a complete list of learning resources visit:
* [[:Category:Dental school learning resources]]

Or browse by subject:
* [[Oral Medicine and Oral Pathology]]
* [[Endodontics]]
* [[Prosthodontics]]
* [[Fillings]]
* [[Oral and maxillofacial surgery]]
* [[Dental Anatomy, Histology and Embryology]]
* [[Human Anatomy, Histology and Embryology]]
* [[Biochemistry and Human Physiology]]
* [[Dental Implantology]]
* [[Forensic Dentistry]]
* [[Pediatric Dentistry]]
* [[Periodontic Dentistry]]
* [[Orthodontic Dentistry]]

Widely-scoped lectures:
* [[Oral Medicine and Oral Pathology/Oral examination|Oral examination]]
* [[Oral and maxillofacial surgery/Local anesthesia|Local anesthesia]]
Research projects:

* [[Draft:Human teeth|Human teeth]]

Got any ideas for learning materials? Feel free to add them or to propose a collaboration (visit the [[School talk:Dentistry|school discussion page]])

Remember to add the text &lt;code&gt;&lt;nowiki&gt;[[Category:Dental school learning resources]]&lt;/nowiki&gt;&lt;/code&gt; to the end of the page on any new resources you create so they will be automatically indexed for readers to browse.

== About dentistry ==
Dentistry is the art and science of prevention, diagnosis, and treatment of conditions, diseases, and disorders of the oral cavity, the maxillofacial region, and its associated structures. A dentist is qualified to practice dentistry. In most countries, several years of training in a university (usually 4-8) and some practical experience working with patients is required to become a qualified dentist. The patron saint of dentists is Saint Apollonia, martyred in Alexandria in 249 by having all her teeth violently extracted. On February 9, 1259, she was declared a saint, and since then the 9th of February is the day dentists celebrate as the &quot;Appolonia day.&quot;

The first printed textbook in dentistry was Artznen Buchlein, published in 1530 in Germany. Dentistry at that time was performed by laymen, often barbers and blacksmiths. Because of failed treatments related to no or minimal training of the laymen, the Collegium Medicum in Berlin introduced in 1685 the requirement that an examination is taken before a government commission for the actual practicing of dentistry. In 1699 Paris requires that individuals practicing dentistry must have passed a theoretical and practical examination at the College de St. Come. That college is also the first college in the world that offers a university training for future dentists.  

The first dental school in the USA, the Baltimore College of Dental Surgery, opened in Baltimore, Maryland on November 3, 1840. In 1867, Harvard Dental School was the first dental school in the USA to affiliate with a university  (renamed Harvard School of Dental Medicine in 1940.)
[[Image:Métiers-Dentiste, humour-années 20.JPG|frame|right|Dentistry has progressed significantly in recent centuries]]
Dental Practice includes examination, diagnosis, treatment planning, treatment, and prevention of oral diseases. The dentist with the help of other dental auxiliaries frequently uses X-rays and other equipment to ensure correct diagnosis and treatment planning. Treatment may include filling dental cavities, removing the pulps of teeth (R.C.T or Root Canal Treatment), treating diseases of the gums, removing teeth (Extraction), and replacing lost teeth with bridges and dentures (Dental Plates). Anesthesia is often used in any treatment that might cause pain. Teeth may be filled with gold, silver, amalgam, composite, and with fused porcelain inlays. Dentists treat diseases of the mouth and gums such as trench mouth and Periodontitis. An important part of general dental practice is preventive dentistry. If a dentist examines a patient's teeth at regular intervals, a disease may be detected and treated before it becomes serious. Dentists also demonstrate proper methods of brushing and flossing the teeth. They may advise their patients about what food to eat or to avoid for good dental health. Dentists may also treat teeth with Fluorides or other substances to prevent decay.

In addition to general dentistry, there are nine dental specialties recognized by the American Dental Association and require 2-6 years of residency training after dental school. The specialties are:

* Dental Public Health (study of dental epidemiology and social health policies),
* Endodontics (root canal therapy),
* Oral  Diagnosis and medicine [clinical diagnosis and management of lesions affecting the maxillofacial region ,providing the dental management and emergency care  of patients with temporomandibular disorders ,orofacial pain,salivary gland disorders and systemic diseases]
* Oral and Maxillofacial Pathology (study, diagnosis, and often the treatment of oral and maxillofacial related diseases),
* Oral and Maxillofacial Radiology (study and radiologic interpretation of oral and maxillofacial diseases),
* Oral and Maxillofacial Surgery (extractions and facial surgery-- although the scope of OMFS is different to this in other parts of the world),
* Orthodontics and Dentofacial Orthopaedics (straightening of teeth),
* Pedodontics (pediatric dentistry; i.e. dentistry for children),
* Periodontics (treatment of gum disease),
* Prosthodontics (replacement of missing facial anatomy by prostheses such as dentures, bridges and implants).

Specialists in these fields are designated registrable (U.S. &quot;Board Eligible&quot;) and warrant exclusive titles such as orthodontist, oral surgeon, endodontist, pedodontist, periodontist, or prosthodontist upon satisfying certain local (U.S. &quot;Board Certified&quot;) registry requirements.

Two other post-graduate formal advanced education programs: General Practice Residency (advanced clinical and didactic training with intense hospital experience) and Advanced Education in General Dentistry (advanced training in clinical dentistry) recognized by the ADA do not lead to specialization.

Other dental education exists where no post-graduate formal university training is required: cosmetic dentistry, dental implant, temporo-mandibular joint therapy. These usually require the attendance of one or more continuing education courses that typically last for one to several days. There are restrictions on allowing these dentists to call themselves specialists in these fields. The specialist titles are registrable titles and controlled by the local dental licensing bodies.

Forensic odontology consists of the gathering and use of dental evidence in law. This may be performed by any dentist with experience or training in this field. The function of the forensic dentist is primarily documentation and verification of identity.

Geriatric dentistry or geriodontics is the delivery of dental care to older adults involving the diagnosis, prevention, and treatment of problems associated with normal aging and age-related diseases as part of an interdisciplinary team with other health care professionals. Geriatric dentistry is currently a recognized specialty in Brazil, Austrailia and New Zealand.

Veterinary dentistry, a specialty of veterinary medicine, is the field of dentistry applied to the care of animals.

==External links==
Why not visit the School of Dentistry, Birmingham UK to see examples of how elearning has transformed the learning experience for undergraduate dentists.
http://www.dentistry.bham.ac.uk/ecourse

Explore the Dental Procedure Education System (DPES), an online multimedia repository of dental content developed by the University of Toronto Faculty of Dentistry|Faculty of Dentistry, University of Toronto. http://dpes.dentistry.utoronto.ca/

Browse dental ebooks for download: http://dentalebooks.com/[https://www.smartwheel.ca/Veteran-Sherman-20-2500W-Motor-Electric-Unicycle_p_2014.html check] 

==School news==
{{Portal|Life Sciences}}* '''December 25, 2006''' - School founded!

==Active participants==

* Since 21 June 2013‎ with [[Draft:Human teeth|Human teeth]]. --[[User:Marshallsumter|Marshallsumter]] ([[User talk:Marshallsumter|discuss]] • [[Special:Contributions/Marshallsumter|contribs]]) 00:53, 26 April 2018 (UTC).

===Inactive participants===

* [[User:Lesion]], after 9 August 2014.

==Things you can do==


[[Category:Dentistry]]
[[Category:Medicine portals]]

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    <title>Music in the Bible (Psalms)</title>
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      <text bytes="36750" xml:space="preserve">'''A Brief Study On the Music that Can Be Found In the Psalms of the Bible.'''
   
The Psalms were the hymnbook of the Old Testament Jews. 

Most of them were written by King David of Israel. Other people who wrote Psalms were Joseph, Salmon, Clayton etc. The Psalms are very poetic. They have a flow to them. 
You could put a metronome to them and recite them in e. In many Bibles a musical phrase will be written above the chapter. Example: Psalm 61 ''&quot;To the chief musician upon Neginah, A psalm of David&quot;'' Neginah , plural Maginot , in the book, direction for the musical accompaniment of a psalm. Psalms 4, 6, 54, 55, 61, 67, 76. The actual sheet music doesn't exist today. But one can still put music to the psalms today. The method to follow is this. The commas and periods are rest marks. Shape your melody and chords to represent the emotions given by the words. Repeated phrases are found often in music today. They are for emphasis. Pay attention to phrases like &quot;and all Israel cried&quot;. This is the call for more voices to join in.

== '''Psalms Through the Years''' ==


Psalms have been used throughout history, including in Christian usage up to today. Eskew and McEllrathe summarize the use of the Psalms through history this way:
''From one standpoint the entire history of the hymn could be delineated according to its varying relationship to the Scriptures. Generally speaking, the line of evolution in that story, if it were retold, is from the actual singing of parts of the Bible (the psalms, for example) through the strict paraphrasing of extended passages and the dutiful use of biblical allusion, language and figures of speech to the free expression of scriptural thought and teaching in contemporary terms.'' (Harry Eskew and Hugh T. McEllrathe, Sing With Understanding (Broadman Press, 1980), p. 48.)


== '''The Old Testament''' ==


The history of psalmody actually begins long before the Book of Psalms was ever written. The Israelites sang the Song of the Sea, Exodus 15:1—18, after crossing the Red Sea, and Craigie finds at least six other poetic texts embedded in the prose narrative of the Old Testament. (Peter C. Craigie, Psalms 1-50, Vol. XIX of Word Biblical Commentary (Word Books, 1983), p. 25.) Of course, many of these songs of the Israelites have been recorded in the Book of Psalms itself.

Still prior to the birth of the Christian church, the Book of Psalms became in effect the standard “hymnal” for the Jewish nation. On this point scholars are nearly unanimous. (Donald P. Kolano, Jubilate! (Hope, 1981), p. 83.)

Before the establishment of the Temple, King David appointed skilled singers and musicians to sing unto the Lord. The Bible makes no specific mention as to what songs were sung, except that they were “joyful songs.” (1 Chronicles 15:16) Perhaps 1 Chronicles 16:14 contains the most revealing detail of what was sung without specifying the Psalms. The passage says that David “appointed Levites to minister before the ark of the LORD, to make petition, to give thanks, and to praise the LORD, the God of Israel.’ This verse innumerate three types of expression: petition, thanks, and praise. Weiser distinguishes these same three types of expression in the book of Psalms. (Artur Weiser, The Psalms (Westminster Press, 1962), p. 52ff.)  In 1 Chronicles 25, some of the men are set apart of it, it says, “for the ministry of prophesying, accompanied by harps, lyres and cymbals” (verse1). 

The ministry of prophesying coincides with Weiser's subcategory of Wisdom and Didactic Psalms. No doubt songs similar to those in the book of Psalms were in use before the canonic book was compiled. One could assume that many of the songs sung in the Old Testament era eventually found their way into the Psalter.

In later years, at the dedication of the Temple, Scripture records that the Levites used the instruments “which King David had made for praising the LORD and which were used when he gave thanks, saying, “His love endures forever.” (2 Chronicles 7:6.) The expression “his love endures forever” is recorded in the first verse of both Psalm 118 and 136. The same words were sung years later at the rededication of the Temple, as recorded in Ezra 3:11. One may assume, then, that psalms, particularly those compiled in the canonic book, were used often by the Israelite priesthood.

Many scholars conclude that instrumental music was halted by the Babylonian captivity. When the Temple was destroyed by the Babylonians, very possibly all music was banned as a sign of national mourning. (Many historians have assumed this from historical records and also from Psalm 137:1-4.) After the Jews returned from Babylon and rebuilt the Temple, they again used music in worship. In later years much of the music of the Temple, or music similar to that of the Temple, was transferred to the synagogue. (Eric Werner, The Sacred Bridge (Columbia University Press, 1960), pp. 22-26.) Since music of the Temple consisted largely of psalm singing, (Winfred Douglas, Church Music in History and Practice (New York: Charles Scribners Son, 1957), pp. 13-19) the psalms were also used generously in the synagogue. So it is to this day. (A. Z. Idelsohn, Jewish Music in Its Historical Development (Schocken Books, 1967), pp. 3-336)


== '''The New Testament''' ==


When the Church was born, singing to the Lord entered a new era. This section explores what place the Psalms had in the Church of the New Testament. Even there, the primacy of the Book of Psalms is clear.


== '''Psalms, Hymns and Spiritual Songs''' ==

'''Psalms'''
One may assume from James 5:13 and 1 Corinthians 14:15 that the New Testament church was fond of singing, in fact, of singing psalms. James tells his readers, “Is anyone happy? Let him sing songs of praise.” In the Greek, the command is ''paleta'', to sing psalms. Paul tells the Corinthians, “I will sing with my spirit, but I will also sing with my mind.” Again the word for “sing” here is ''psalo''. Whether these are references to the actual book of Psalms or not is not important ultimately; that they are references to songs at least similar to the book of Psalms is the issue for this study.

The apostle Paul also referred to songs in the assembly of the church when he wrote to the Corinthians, “When you come together, everyone has a hymn…(I Cor. 14:26).  The actual word used here is not “hymn,” but rather it is ''salmon''. Some have felt that this was an indication that the Corinthians opened their assemblies with a psalm, since ''psalmon'' begins a list here. Such an assumption may not be correct, but if that congregation did indeed open with a psalm, it would have been in agreement with the pattern for the synagogue service. (Werner, p. 22) Perhaps James 2:2 indicates that services of the early church were patterned after synagogue services. There James speaks of someone coming into their “assembly,” and the word used for “assembly” is synagogue.

The book of Psalms is quoted more frequently in the New Testament than any other Old Testament book. (H. B. Swete, An Introduction to the Old Testament in Greek, 2d rev. ed. (Harvard University Press, 1914), pp. 383,384) Jesus Him¬self quoted from the Psalms more than any other book of the Hebrew Scriptures. Briggs finds at least fourteen times when Jesus used the Psalms. (Charles Augustus Briggs and Emilie Grace Briggs, The Book of Psalms, Vol. 1, The NBC (T &amp; T Clark, 1907), introduction, pp. ci,cii).

'''Hymns'''
Jesus and the apostles are recorded as singing only once, that being the hymn after the Last Supper. (Matt. 26:30 and Mark 14:26) Although it is called a hymn, almost all authorities agree that this was in fact the Great Hallel, Psalms 113-118, which was traditionally sung by the Jews after the Fourth Cup of Blessing in the Passover Meal. This being the case, the word “hymn” as used in the New Testament could be defined at least in some cases as a series of psalms linked together, or as a long psalm. Certainly this is at least a part of the definition.

After the Last Supper hymn, the next clear reference to hymn singing in the New Testament is found in Acts 16:25. Paul and Silas are in prison “praying and singing hymns.” In light of the definition of the hymn at the Last Supper. it is at least possible that Paul and Silas in fact sang several psalms. Hymn singing is again mentioned in Hebrews 2:12. There the writer quotes a psalm and says, “in the presence of the congregation I will sing your praises.” The actual term is ''hymneso se'', “I will hymn thee”.

'''Songs'''
Revelation 5:9 mentions a new song to be sung in the Great Throne Room. This verse contains the third word used to describe singing in the New Testament, the Greek word ode. The passage does not necessarily describe what was happening in the early Church, but rather what would happen at the end of the age. Events at the end of the age do not necessarily describe the actual singing of the early Church.

'''Psalms, Hymns and Spiritual Songs'''
Having made mention of those three words which describe singing in the New Testament, it is well to move on to a discussion of Ephesians 5:19 and Colossians 3:16. These are the most familiar and most often-discussed verses about singing in the New Testament. They read this way: “Speak to one another with psalms, hymns and spiritual songs. Sing and make music in your heart to the Lord, . . (Eph. 5:19), and, Let the word of Christ dwell in you richly as you teach and counsel one another with all wisdom, and as you sing psalms, hymns and spiritual songs with gratitude in your hearts to God (Col. 3:16).

Both Ephesians and Colossians use all three terms of psalms, hymns, and spiritual songs. For the purpose of this study, the interest in this passage lies in Paul’s intended definition of these three terms.

The word PSALMS, ''psallo'', originally meant to pluck, as in the string of a harp, hence, to sing to the accompaniment of a harp. And then to the making of music in general. Although this was not the original Hebrew title for what became known as the Book of Psalms, the title of “Psalms” came from the Greek translations of the Old Testament. Some have claimed that when Paul referred to psalms he was referring to new Christian compositions patterned after the Old Testament book, but most scholars agree that this term probably referred to the Old Testament book of Psalms itself. Without a doubt, the term psalms could mean the book of Psalms.

The word HYMNS, ''humnos'', is a little more difficult to define. It seems that the emphasis of a hymn was not on musical accompaniment, as with the term but more on praise of God. (Joseph Henry Thayer, ed., Greek-English Lexicon of the New Testament (Grand Rapids: Zondervan, 1978), s.v. “''humnos''”, p. 637) This word could mean, as mentioned earlier, a series of psalms linked together, as in the Last Supper passage. Some scholars label as hymns the canonical Canticles or so-called “hymn fragments” of the New Testament. This is an interesting thought; however, since none of the “canticles” or “hymn fragments&quot; of the New Testament actually claim to be music, it is difficult to be dogmatic on that definition. Some scholars have suggested that the term could be applied to poetry in general. Their suggestion would resolve the dilemma. There is some support for their view in that there is a strong relationship be¬tween poetry and music in Greece, and these letters were written to churches that no doubt had many converts who would be a part of Greek culture. Ambrose’s famous definition of a hymn sheds light on the post—apostolic view. He says that
a hymn is a song containing praise of God. If you praise God, but without song, you do not have a hymn. If you praise anything which does not pertain to the glory of God, even if you sing it, you do not have a hymn. Hence, a hymn contains the three elements: song and praise of God [underline added]. (Werner, p. 207)

The term “hymn” at least could mean the book of Psalms. 

The term SPIRITUAL SONGS is the most difficult of the three to define precisely. The Greek word is ode, and it is a generic word for “song.” In the New Testament ode is found only in the passages in Ephesians and Colossians and three times in the book of Revelation. (Revelation 5:9, 14:3, and 15:3) The Revelation passages are not very helpful in defining ode because in two of the three cases it is modified by the term anew,” “a new song.” In any case they are not very helpful because they are set in a future dispensation. The passages from Ephesians and Colossians are difficult because ode is modified by the term “spiritual” (spiritual songs). What does Paul mean when he specifies spiritual songs? Some have suggested that the word “spiritual” here refers to a song that is inspired by the Holy Spirit, in the sense that Scripture is inspired or God-breathed. Some have, in light of I Corinthians 14:15, seen this to mean outbursts of speaking in tongues, although that view is generally discounted by scholars. Could they be songs of the spiritual life? Could they be songs composed by spiritual men? Could they be freely composed hymns, inspired in the modern sense of being highly creative? Some have asserted that they might have been chants without words, melodies sung on just one syllable, called a melisma. The explanation that this author leans toward is that “song,” being a generic term, is qualified by the term ‘spiritual’ to clarify that the song is not to be just any pagan song, but a godly one. Possibly the term “spiritual songs” could also be referring to the Old Testament book of Psalms.

The Ephesian and Colossian congregations could possibly have used some kind of hymn book. Their being familiar with a common hymn book would explain some of the so-called hymn fragments which Paul uses elsewhere. Louis Benson believes that Paul used all three terms, “psalms, hymns and spiritual songs,” to connote an actual hymn book already being used by the churches. (Louis F. Benson, The Hymnody of the Christian Church (Richmond, Va: John Knox Press, 1956), p. 45-48) Such a hymnal would not be likely to be so well known so early, however. All three terms could as easily refer to the book of Psalms as they could to a common hymnal.

Jerome, in his “Commentary on the Epistle of Paul to the Ephesians,” assumes that all three terms refer to different aspects of the canonical Psalms. He states that those who sing hymns “declare the power and majesty of the Lord and continually praise his works and favors.” (Oliver Strunk, Source Readings in Music History (W..W. Norton &amp; Co., 1950), p. 72) Hymns, then, according to Jerome, are Psalms of declarative worship. Spiritual songs, Jerome says, “properly affect the seat of ethos, so that we know what ought and what ought not be done.” (ibid) He claims that the psalm, use of which implies instrumental accompaniment, is directed toward the body, while the spiritual song is directed toward the mind. He concludes, “We ought, then, to sing and make melody and praise the Lord more with heart than with voice.” (p.72) 

Other scholars more recently have also asserted that all three terms refer to the Psalms. Edward Robson documents well his view that “all three terms can only mean psalms, hymns, and spiritual songs of the Old Testament Book of Psalms.” (Edward J. Robson, “An Exposition of the Psalms, Hymns, and Spiritual Songs of Eph. 5:19 and Col. 3:16,” The Biblical Doctrine of Worship (n.p., The Reformed Presbyterian Church of North America, 1974), p. 197) He goes into great detail to prove this point by observing syntax and discussing use of the word “spiritual” in the context. He demonstrates that the syntax of “psalms and hymns and spiritual songs” is the same parallel structure as in Matthew 28:19, in which baptizing is in the name of the Father and Son and Holy Spirit. His claim is that psalms, hymns and spiritual songs are as much a three-in-one as the Trinity, and thus must mean the same thing: the Psalms.

Others have made some convincinq arguments that all three terms refer to the Book of Psalms. Frank Frazer points out that the command is for Christians to sing psalms, hymns and spiritual songs, not to make them. (Frank D. Frazer, “Psalms and Hymns and Spiritual Songs,” The Biblical Doctrine of Worship, p. 334) He feels that the Church should sing the old Psalms which are already written instead of creating new compositions.

Perhaps the best argument which would allow all three terms to mean the Book of Psalms is put forth by G. I. Williamson:
…We are in the habit of using the terms “hymns” and “songs” for those compositions that are not Psalms. But Paul and the Christians at Ephesus and Colossae used these terms as the Bible itself uses them, namely, as a title for the various Psalms in the Old Testament Psalter. (G. I. Williamson, “The Singing of Psalms in Worship,” The Biblical Doctrine of Worship, p. 321)

Earlier he had explained:
…For the fact is that all three of these terms are used in the Bible to designate various selections contained in the Old Testament Psalter. In the Greek version of the Old Testament familiar to the Ephesians and Colossians the entire Psalter is entitled “Psalms.” In sixty-seven of the titles within the book the word “psalm” is used. However, in six titles the word “hymn” is used, rather than the “psalm,” and in thirty— five the word “song,&quot; appears. Even more important, twelve titles use both “psalm” and “song,” and two have “psalm” and “hymn.” Psalm seventy-six is designated “psalm, hymn and song.” And at the end of the first seventy-two Psalms we read this, “the hymns of David the son of Jesse are ended.

This present study is not making some proscription to use only the Psalms in worship, as these Reformed scholars would do. It is, however, calling the church to a more scriptural balance. If new compositions are to be written, they should reflect a similar sentiment and balance as did the Old Testament Book of Psalms itself. In the next chapter, this balance of the primacy of worship will be established, and that is the end result of all of this argument.

== '''The Early Church''' ==


In Jesus’ day, the Jews described their entire Bible in three words. It was called the Law, the Prophets and the Writings. (Briggs, p. xix) Jesus used these three terms in Luke 24:44. The Law, of course, was the Pentateuch and the books of history. The Prophets were the prophetic writings, both major prophets and minor. The Writings were the Psalms and other books of poetry. Jesus left out mentioning the Writings when He said that He had come not to abolish the Law and the Prophets but to fulfill them. Could it be that the Writings were not fulfilled?

The New Testament contains no section of poetry. Both Old and New Testaments have sections of history. Both have sections of prophecy. Only the Old Testament, though, has a section of poetry. The Psalms transcended the New Testament into the early church.

What happened to the Psalms after the canon was closed? Were second-century Christians bound to the Psalter? What did they sing? Benson gives his theory:
These first Christians are described as in that state of spiritual elation out of which song springs as naturally as flowers blossom. And plainly they felt perfectly free to add new songs to the old, which the more gifted among them did from the beginning. (30)
He goes on to say,
To most students that early atmosphere seems to embody a spirituality of the creative sort, of expansion rather than compulsory restriction. It appears to have been a divine providence rather than a divine prescription that laid the Psalter ready to the Church s hand, and as though its contents rather than the urgency of its rubrics recommended its use to the first Christians.

After the close of the New Testament canon, however, the information on the singing of the Church is sparse. Delling explains that Philo writes that in addition to the Psalms early Christians created songs and hymns in various meters and melodies in traditional Hebrew styles. (Gerhard Delling, Worship in the New Testament, trans. Percy Scott (Philadelphia: Westminter Press, 1962),p. 85)

Some of the apocryphal writings contain new songs. The Acts of John supposedly has the hymn which Jesus and the apostles sang at the Last Supper. The Acts of Thomas contains several songs which begin to reflect some Gnostic theology. Clement of Alexandria wrote at least one formal hymn, and Ambrose wrote several intricate hymns. (Robert Payne, The Christian Centuries (New York: W.W. Norton, 1966), pp. 112-128) Other Christians, several of whom were martyred, are known to have written songs. Among them are Ignatius, Athenogenes, Hippolytus, and Nepos. (Benson 60) whether or not the apocryphal writings are genuine and whether any of these contain Gnostic thoughts is irrelevant for this chapter. The Christian community wrote some original compositions early in its history. This confirms Benson s thought that there was no early proscription against adding to the Psalter.

Werner states that the Church of the first millennium used to its best advantage the one book of the Old Testament that came to be the backbone of most liturgies, the Psalter. . . . Whoever evaluates psalmody and its part in daily life approaches the spirit of the Middle Ages.’ (128, 129)

He pursues his thought further, linking the association of the church with the Jewish synagogue and Temple practices. The single most noticeable common denominator between the Jewish and early Christian practice of worship is the Psalms. Apel also traces this early development. (Willi Apel, Gregorian Chant (Indiana University Press, 1973) pp. 33-83)

Not long after the Church began, however, heretics began to discover the power of these new compositions. The Gnostics began to gain popularity through their songs. The heretic Anus also began to write songs. He said, “Let me make a people’s songs and I care not who makes their laws.” (Williamson, p. 325)

John Chrysostom countered the heretics in his city by having the believers sing some popular songs with orthodox theology while marching in procession. (Benson, p. 67) This worked with some success for the church there.

Others, such as Augustine, reacted to these new compositions with suspicion and legalism. In A.D. 430, he testified,
The Donatists make it a matter of reproach against us, that, in the Church, we sing with sobriety the divine songs . . . whereas they inflame the intoxication of their minds by singing psalms of human composition. (Williamson, p. 325)

In an effort to carefully preserve the orthodox faith, the Church began to limit all non-scriptural compositions. In fact, as early as A.D. 343, the Synod of Laodicea forbade “the singing of uninspired hymns in Church” (Williamson, 325) as it also forbade “the reading of uncanonical books of Scripture.” (ibid) The proscription was reaffirmed at the Council of Chalcedon in A.D. 451.

During these early centuries, the liturgies of the Church used what became known as Gregorian Chant. Willi Apel notes that the Psalms played a major role in the formation of this body of song:
Not without justification has the Book of Psalms been called the most influential single source of texts in all music history. Indeed it is by far the most important textual source in Gregorian Chant. -Nearly all the chants of the Gregorian repertory have a psalmodic background, the main exceptions being the Antiphons, the Resonsories, and the Hymns. (Apel 87)

Evidently, the Church leaders thought that if no one wrote or read or sang anything that was not directly Scripture, they would eliminate doctrinal error in song.

As time went on this suspicion of any unscriptural composition faded, and composers moved away from writing only Psalm settings. What had begun in apparent freedom went through a period of control and suspicion, and then slowly returned to freedom again. The problem was that in the Church's loosening of restrictions on the songs of her services, she also loosened her grip on orthodox belief. These were the Dark Ages, and the Reformation grew out of this period.


== '''The Reformation and Beyond''' ==

During the Reformation the Protestant Church broke away from the Catholic Church in Rome. With the new—found freedom from Roman control, a scramble began for a new authority, both in theology and in music. Each new group that began had its own view of music. By and large, the history of church music can be summarized by looking at a few of the major leaders who helped to shape Protestant thought. The present study now turns to examine some of these leaders.

'''Luther'''
The most prominent figure of the early Reformation is Martin Luther. The Hussites had already re-invented the vernacular hymn before him. Luther also used and wrote vernacular hymns. He believed in the priesthood of all believers, and as such he wanted the congregation singing instead of spectating as the professional clergy sang for them. Luther had no reservations about adding to the Psalter and he actively sought to find new hymns which would be appropriate for his people. He wrote some of them himself. His choice was to call them “spiritual songs” (Benson 76) to distinguish them from the Latin Psalms and to reflect their inward direction. 

Luther, however, was far from wanting to abandon the Psalms altogether. He said, “Let the entire Psalter, distributed into parts, remain in use at the morn¬ing and evening service,” (Benson, 76,77) and he was quite willing to have them sung in their then-customary Latin. Luther believed that when Paul used “psalms, hymns and spiritual songs&quot; instead of just “psalms” he gave the Church permission to freely compose its own new songs. Benson says, 
he calls “the songs of holy writ to witness that patriarchs and prophets composed original hymns,” and therefore a modern reformer and his friends who do likewise should “not be looked upon as innovators” as following in the train of these ancient worthies. (78)

'''Calvin'''
John Calvin was the next prominent figure to rise in the history of Church music. Unlike Luther, Calvin did not desire to reform the church; he desired to restore the primitive church as it had originally been. This difference in basic viewpoints created the difference in their attitude toward the Psalms. Calvin, being more conservative in his approach, concluded that the Old Testament Psalms were the only permissible source for church singing. Benson describes Calvin's thinking by summarizing Calvin’s preface of 1543 like this:
First: To find songs not only pure but holy.
Second: But none can write them save he who has received the power from God Himself.
Third: “When we have searched all around, here and there, we shall find no songs better or more suitable than the Psalms of David which the Holy Spirit dictated and gave to him.”
Fourth: “And therefore, when we sing them, we are as sure that God hath put words into our mouths as if lie Himself sang with us to exalt His glory.” (83)

Calvin differed from the Catholic Church in that he pre¬scribed that the congregation be encouraged to sing, and that he also prescribed that the Psalms be sung in the vernacular instead of in Latin. Calvin also avoided those Roman chants not directly based on the Psalms.

Calvin's idea of bringing the Psalms to the people was very far-reaching in congregational song. To begin with, it created the Metrical Psalm, a psalm set to vernacular poetry. Setting the Psalms to verse helped the Calvinists sing in meter. It also helped the Church move away from singing strict Scripture and move toward freedom of expression, even though it was not nearly as free as Luther’s concept of song. English Psalmody grew from this limited freedom of Calvin, and some two hundred years later the changes of Isaac Watts came from English Psalmody.

'''Watts'''
	The English psalm was already changing before the time of Isaac Watts. Writers had begun to feel more free to add personal applications and thoughts to the strict prose text of the Psalms. Sternhold and Hopkins completed The Whole Book of Psalms in 1562, and this psalter remained popular until Watts entered the scene.

Isaac Watts’ perspective on singing the Psalms was different than Calvin’s perspective. According to Benson, Watts “denied in general that we are under the call, either of God or of Christian prudence, to sing the Bible.” (Benson, 88) In fact, Watts believed that the church’s hymns should not simply be the Word of God, but should be the Church’s response to the Word. Secondly, Watts denied that the Book of Psalms was God’s intended hymn book for Christians. it was Jewish, not Christian, and some of the messages are far from New Covenant messages. So Watts set out, with his Psalms of David Imitated in the Language of the New Testament, and Apply’d to the Christian State and Worship, to remedy that flaw. Thirdly, Watts denied that the metrical psalm was the pure Word of God in the first place. If the Church is to sing Scripture only, then human versions of Scripture manipulated to rhyme and meter are not sufficient. Watts went about creating hymns, many of which were based on the Psalms but which reflected the joy and truths of the new creation in Christ.

Watts’s ideas were radical in the early eighteenth century, but before long they became widely accepted. Watts, as a Calvinist, seldom extended an invitation for salvation in his hymns. Later generations would soon change that as well.

'''Wesleys'''
John and Charles Wesley represent the next major shift in Christian song. The Wesleys were Arminians, who, unlike the Calvinists, believed in the free will of man with regard to salvation. This theological position, coupled with freedom from strict Psalmody, helped to create the first “invitation” songs. The Wesleys approached music in much the same way as Luther had. They wanted people singing their songs more than they wanted to win the traditional Church’s approval. They, therefore, had little concern with singing Scriptural paraphrase, and even began to neglect the practice of listing a Scriptural reference at the head of a hymn. The Wesleys were out to shake the sleepy Church of England into revival, and the old forms which came from the Church were no longer adequate to carry the power of their call. Their cry was that a person was not a Christian just by being in the Church. That person must be in Christ, and the only way to have assurance of being in Christ was through personal experience. The Wesleys created music for the people. According to Hustad, the Wesleyan songs “covered every conceivable aspect of Christian devotional experience and may be said to be the progenitors of the modern gospel songs.” (Hustad 127)

The Wesleys' music accompanied England's Great Revival. In America, the Great Awakening and later revivals shared a similar kind of music as that of the Wesleys. Church music had taken another major step away from the Psalms and toward the gospel song.

'''Sankey and Bliss'''
The latter half of the nineteenth century in America was the era of great mass evangelistic meetings. During that era, the gospel song became a popular vehicle for presenting the Good News about Jesus. Gospel songs were the next great step away from the Psalms. Many wrote and com¬piled gospel songs during this time, but the music of Ira Sankey and Phillip Bliss seems to have been a rallying point for the rest of evangelical Christian music.

Gospel songs are subjective songs emphasizing human experience and testimony. (Donald P. Elsworth, Christian Music in Contemporary Witness (Grand Rapids: Baker Book House, 1979), p. 93) They are usually directed to the unbeliever and press for a decision from him. Their music is consciously the simple, singable music of the world. Usually they have a refrain. The texts, far removed from any attempt to imitate the Psalms, basically are strongly evangelistic sermons set to rhyme.

Gospel songs were found to be quite effective in bringing about mass evangelism in the late nineteenth cen¬tury. Even today they are quite popular among evangelicals. They are seldom used strictly for mass evangelism anymore, for the edge of their effectiveness has long ago worn dull. Nonetheless, congregations who have become used to gospel songs still sing them, even as part of their worship on Sunday mornings.

'''Recent Trends'''
More recent trends are perhaps too close to categorize yet, until history can put them into perspective. The trend seems to indicate that modern Christian music up through the 1970s has continued on the same path as the last century. Personal experience and evangelistic invitation have been the major themes. The music of John W. Peterson dominated the 1960s, and that of he and Ralph Carmichael dominated most of the 1970s. Almost all of the music of these two men was written in a popular, palatable style, full of testimonies and mild invitations. By the 1980s there seems to have been a heartening trend back to an emphasis on the Psalms and on music of worship, especially represented by the writing of Don Moen, Twila Paris, Michael W. Smith and others. The decade of the 1990s brought an even greater renewal of worship music, including touring “worship concerts” and many “worship” recordings by such groups as Sonic Flood and Delirious?. Martin Smith and Matt Redman from the UK, and Darlene Zschech from Australia joined US writers from Integrity and Vineyard churches to create intimate songs that were designed for the common use of both believers and seekers alike. Historians will have to see if these trends continue.

== Summary ==

The Psalms in the Church have made a full swing. The Church began with free composition but heavy reliance on Scripture, almost solely the Psalms. It changed to an attitude of prohibition and control to sing only the Psalms and a few other texts. Luther advocated a whole new freedom from such limitations. Calvin preferred rather strict limitations to the use of metrical psalms only, but once he allowed the Scripture to become metered, human creativity was set loose. Watts applied the Psalms to the Christian state, and then went on to write free hymns. Wesley introduced the invitation song and more of an element of personal experience to the free hymn. Sankey and Bliss- then added the gospel song.

Benson summarizes the flow of Christian song this way:
The era of “Psalms and Hymns” gradually merged into an era of “Hymns.” As the books labeled on their backs, “Psalms and Hymns” had replaced the Psalms in Meter, so the “Hymnal” came to replace the “Psalms and Hymns.” (92)

Benson made his observation early in this century. If he were to update it he might add: “hymns and spiritual songs” have now replaced the “Hymnal.&quot;

The history of Christian song could also be summarized this way: it began with psalms, hymns and spiritual songs, which were all Psalms or similar to the Psalms. Calvin limited the Church to using psalms only. Eventually Luther and Watts changed the Church to sing psalms and hymns. Finally evangelicals like Wesley came to use hymns and spiritual songs, then Sankey and Bliss used only spiritual songs. The trend away from psalms has continued to today.

A modern problem is that hymnal compilers, in an effort to have a “balanced” collection, are gathering material from Watts forward in time. What compilers consider “balance” is to have a nearly equal number of older hymns and of recent evangelistic spiritual songs. Psalms have been neglected. The Church would do well to return to the psalms, hymns and spiritual songs of its primitive days.

The Psalter is not the only proper source for Christian song. Surely within the Church there is room for original composition of any topic and of any style of music. If the Church is going to look for an objective standard for her song today, however, the most logical source would be the Old Testament Book of Psalms. Sadly enough, the Psalms have been almost totally neglected in modern evangelical hymnals. Even more sadly, the very spirit of the Psalms has been abandoned for pragmatism.

'''CLAYTON Oliver''' has capped a stunning 2021, claiming his third Keith 'Bluey' Truscott Memorial Trophy as Melbourne's best and fairest player.

[[Category:Music]]
[[Category:Christian Studies]]</text>
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  </page>
  <page>
    <title>Microsoft Office/Word</title>
    <ns>0</ns>
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        <ip>188.30.6.59</ip>
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      <text bytes="3548" xml:space="preserve">{{Software-stub}}
[[File:Word 2013 On Windows 8.1.png|320x171px|thumbnail|right|An example of Microsoft Word 2013.]]

Microsoft Word is a word processor created by Microsoft. Basically, it allows you to create eye-catching text and documents. Today, these documents are generally saved as a [[Wikipedia:Office Open XML|docx]] file, although they can be saved in other formats.

== Lessons ==
=== Create and manage documents ===
* [[/Create a document/]]
* [[/Navigate through a document/]]
* [[/Format a document/]]
* [[/Customize options and views for documents/]]
* [[/Configure documents to print or save/]]
* [https://www.youtube.com/watch?v=KBbWBNmumMc Use a template]
* [https://www.youtube.com/watch?v=4k3FTbX7G0M Creating templates in Word 2010] 
* [https://www.youtube.com/watch?v=qs2HzP9Q9eg Creating templates in Word 2019]

==Page breaks and section breaks==
Scenario: How to create a single landscape page within a portrait-style document. 

Answer: Put section breaks above and below the content and whilst on the target content go to page setup and change to landscape format.

==Shortcuts==
''External link'': [http://office.microsoft.com/en-us/word/HP051866641033.aspx Keyboard shortcuts for Word]
&lt;div style=&quot;column-count:3;-moz-column-count:3;-webkit-column-count:3&quot;&gt;
* Ctrl+A: Select entire document
* Ctrl+B: Toggle Bold
* Ctrl+C: Copy
* Ctrl+D: Open font dialogue
* Ctrl+E: Centralize Selection
* Ctrl+F: Find in the open document
* Ctrl+G: Open the 'Go To' dialogue box
* Ctrl+H: Open the 'Find and Replace' dialogue box
* Ctrl+I: Toggle Italic
* Ctrl+J: Justify selection
* Ctrl+K: Insert hyperlink
* Ctrl+L: Align Left
* Ctrl+M: Indent
* Ctrl+N: Open New document
* Ctrl+O: Open file
* Ctrl+P: Print document
* Ctrl+R: Align Right
* Ctrl+S: Save file
* Ctrl+U: Toggle Underlined
* Ctrl+V: Paste
* Ctrl+W: Close
* Ctrl+X: Cut
* Ctrl+Y: Redo last action
* Ctrl+Z: Undo last action
* Ctrl+8 (alphanumeric pad): Lower font size
* Ctrl+9 (alphanumeric pad): Raise font size
* Ctrl+=: Make subscript
* Ctrl+Shift-+: Make superscript
* Ctrl+Shift+A: Turn all caps
* Ctrl+Shift+B: Switch to Symbol font
* Ctrl+Shift+
* Ctrl+Shift+Q: Turn into small caps
* Ctrl-Alt-M: Add Comment
* Alt+X: Convert to/from Unicode codepoint
* Shift+F3: Cycle casing (ALL CAPS/all lowercase/Every First Letter Capitalized)
*Ctrl+&gt;: Raise font size
*Ctrl+&lt;: Lower font size
*Ctrl+Shift+C: Format Painter (Copy)
*Ctrl+Shift+V: Format Painter (Paste)
*Ctrl+Space: Removes all manual character formatting from a selection
&lt;/div&gt;

==Styles==
* [http://addbalance.com/usersguide/styles.htm Understanding styles in Microsoft Word]

==Features==
===Formats===
Formats are one of the most important features in Microsoft Word. This is because they let you chose what size, colour, font, or weather your text is bold, in italics, or underlined. (See figure 4.1)

Format painter copies the '''format''' of text, '''not the actual text'''. (See figure 4.2 - 4.4)

==Table of contents==
* [http://www.shaunakelly.com/word/toc/CreateATOC.html How to create a table of contents in Microsoft Word] (Shauna Kelly)

==See also==
{{wikipedia|Microsoft Word}}
* [[IC3/Word Processing | IC&lt;sup&gt;3&lt;/sup&gt; Word Processing]]

==External links==
* [http://www.microsoft.com/word/ Microsoft Word]
* [http://office.microsoft.com/en-us/word/HA100444731033.aspx Open a Word 2007 document in an earlier version of Word]

== References ==
* Lambert, J. (2014). MOS 2013 Study Guide for Microsoft Word. Microsoft. {{ISBN|9780735669253}}
{{Reflist}}

[[Category:Microsoft Office/Word]]</text>
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  <page>
    <title>Educational Development of Cambodia</title>
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      <comment>/* '''History''' */ rm accidental restoration of GRP spam</comment>
      <model>wikitext</model>
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      <text bytes="16402" xml:space="preserve">[[Image:Cambodia_MapFlag.png|thumb|right|Cambodian flag]]
The Kingdom of Cambodia is a country in South East Asia with a population of over 3 million people. Cambodia is the successor state of the once powerful Hindu and Buddhist Khmer Empire, which ruled most of the Indochinese Peninsula between the eleventh and fourteenth centuries. Today Cambodia is regarded as one of developing countries, therefore it has many problems, including problems related with educational development.

== '''Cambodian Brief Profile''' ==

[[Image:Cb-map.png]]

Cambodia has an area of 181,035 square kilometers, and it borders Thailand to its west and northwest, Laos to its northeast, and Vietnam to its east and southeast. Cambodia gained independence from France on November 9, 1953. Cambodia's main industries are garments, tourism, and construction. As for its language, more than 90% of its population is of Khmer origin therefore speaks the Khmer language, the country's official language. The remainder includes Chinese, Vietnamese, and Indians. As for the religion, most Cambodians are Buddhists of Khmer extraction, but the country also has a substantial number of Muslim Cham, as well as small animist tribes.　In addition, according the report of The World Bank, “Cambodia's economy is showing resilience in spite of the challenging international economic environment. Economic growth in 2001 was estimated at 6.3 percent, driven by an expanding tourism sector and robust garment exports. In 2001, there was nearly zero inflation. In 2002 inflation continued to be low (World Bank)”. That is, Cambodia’s economic growth has been moderately strong over the past decade. However, this growth has been concentrated in urban areas (The World Bank). Therefore the rural-urban income gap is widening these days. And around 40 percent of the population still remains under the national poverty line. 

== '''History''' ==

1863 - Cambodia becomes a protectorate of France. French colonial rule lasts for 90 years. 

1941 - Prince Norodom Sihanouk becomes king. Cambodia is occupied by Japan during World War II. 

1945 - The Japanese occupation ends. 

1946 - France re-imposes its protectorate. Communist guerrillas begin an armed campaign against the French. 

1953 - Cambodia wins its independence from France. Under King Sihanouk, it becomes the Kingdom of Cambodia. 

Early 1970s - Cambodian army faces two enemies: the North Vietnamese and communist Khmer Rouge. Gradually, the army loses territory. 

1975 - Lon Nol is overthrown as the Khmer Rouge led by Pol Pot occupied Phnom Penh. Sihanouk briefly becomes head of state, the country is re-named Kampuchea. Basic freedoms are curtailed and religion is banned. Hundreds of thousands of the educated middle-classes are tortured and executed in special centres. Others starve, or die from disease or exhaustion. 

1976 - The country is re-named Democratic Kampuchea. Sihanouk resigns, Khieu Samphan becomes head of state, Pol Pot is prime minister. 

1977 - Fighting breaks out with Vietnam. 

1979 January - The Vietnamese take Phnom Penh. Pol Pot and Khmer Rouge forces flee to the border region with Thailand. The People's Republic of Kampuchea is established. Many elements of life before the Khmer Rouge take-over started to be re-established. 

1981 - The pro-Vietnamese Kampuchean People's Revolutionary Party wins the elections to the National Assembly. 

1989 - Vietnamese troops withdraw. The country is re-named the State of Cambodia. Buddhism is re-established as the state religion. 

1991 - A peace agreement is signed in Paris. A UN transitional authority shares power temporarily with representatives of the various factions in Cambodia. Sihanouk becomes head of state. 

1993 - General election sees the royalist Funcinpec party win the most seats followed by Hun Sen's Cambodian People's Party (CPP). A three-party coalition is formed with Funcinpec's Prince Norodom Ranariddh as prime minister and Hun Sen as deputy prime minister. The monarchy is restored, Sihanouk becomes king again. The country is re-named the Kingdom of Cambodia.

1994 - Thousands of Khmer Rouge guerrillas surrender in government amnesty. 

1997 - Hun Sen stages a coup against the prime ministar, Prince Ranariddh, and replaces him with Ung Huot. The coup attracts international condemnation and Cambodia's membership of the Association of Southeast Asian Nations (ASEAN) is delayed. The Khmer Rouge put Pol Pot on trial and sentence him to life imprisonment.

1998 - On April 15, Pol Pot dies in his jungle hideout. Elections in July are won by Hun Sen's CPP, amid allegations of harassment. A coalition is formed between the CPP and Funcinpec. Hun Sen becomes prime minister, Ranariddh is president of the National Assembly. 

2001 - Senate approves a law to create a tribunal to bring genocide charges against Khmer Rouge leaders. 

2001 June - International donors, encouraged by Cambodia's reform efforts, pledge $560 million in aid at a donor conference in Tokyo. 

2001 June - Five Cambodians, three of them US citizens, are sentenced to life for involvement in armed attack by US-based Cambodian Freedom Fighters (CFF) on government buildings in Phnom Penh in 2000. CFF says it will continue campaign to overthrow Prime Minister Hun Sen. 

2001 December - First bridge across the Mekong River opens, linking the east and west of the country. The 1.36km bridge cost $56 million. 

2002 February - First multi-party local elections; ruling Cambodian People's Party wins in all but 23 out of 1,620 communes. 

2004 August - Parliament ratifies kingdom's entry into World Trade Organization (WTO). 

2004 October - King Sihanouk abdicates and is succeeded by his son Norodom Sihamoni. 

2005 April - Tribunal to try surviving Khmer Rouge leaders gets green light from UN after years of debate about funding. 

2005 October - Prime minister signs a controversial border agreement with Vietnam. Legal action is taken against some critics of the deal, prompting international concern. 

2006 July - Ta Mok, one of the top leaders of the brutal Khmer Rouge regime, dies aged 80. 

2007 July - UN-backed court tribunals begin questioning suspects about allegations of genocide by the Khmer Rouge. 

2007 September - Most senior surviving member of Khmer Rouge, Nuon Chea - &quot;Brother Number Two&quot; - is arrested and charged with crimes against humanity. 

2008 February - Cambodian court sentences 20 member of small Cambodian Freedom Fighters group to prison for attack on prime minister's office in November 2000. 

2008 March - Genocide tribunal refuses bail plea of Nuon Chea. 

2008 April - US court convicts Cambodian-born Cambodian Freedom Fighters leader Chhun Yasith of masterminding 2000 attack. 

2008 July - PM Hun Sen's ruling Cambodian People's Party (CPP) claims victory in parliamentary elections. EU monitors say the vote fell short of international standards. 

2008 July - Cambodia and Thailand move troops to disputed land near ancient Preah Vihear temple after decision to list it as UN World Heritage Site fans nationalist emotions on both sides. Officials from both states start talks to resolve standoff.
(BBC News 2008)

This part would focus on the Khmer Rouge, because it has affected the educational system in Cambodia. On 17 April 1975, after five years of civil war, Cambodia’s capital Phnom Penh fell to the forces of the Communist Party of Kampuchea (CPK), popularly known as ''the Khmer Rouge'' (Linton). ''Pol Pot'' was the leader of the Khmer Rouge. “The country was cut off from the outside world, its cities emptied, its economy militarized, and its Buddhist and folk cultures destroyed. The leadership’s ‘vision’ of a better Cambodia led to extraordinary horrors on Cambodian people, who had to endure the forced movement of their urban populations, starvation, unlawful killings, forced labor, torture, and cruel, inhumane and degrading treatment and persecution on a massive scale”(Linton). Mao-think that Pol Pot studied in China, the ethnocentric policy, and anti-Vietnam policy became the theoretical support which created the regime of terror by the Khmer Rouge (Miyamoto). Pol Pot sanctioned the use of massive violence because he believed it was the only “practical” way to achieve and protect his utopian vision for a better society in Cambodia (Valentino). By the hands of the Khmer Rouge, mainly educated people (such as teachers and respected local leaders and so on) had been killed, since they were likely to be rebel groups. Furthermore, the Khmer Rouge had denied the value of education at all points. Therefore, it can be said that Cambodia had experienced a systematic destruction of education by the Khmer Rouge, until Heng Samrin supported by Vietnamese robbed the Khmer Rouge of its power in 1979. According to Linton, an estimated 20% of the 1975’s population of 7.7million people lost their lives. After the Khmer Rouge was over, the United Nations peacekeeping force, the United Nations Transitional Authority in Cambodia (UNTAC), began monitoring Cambodia in 1992. “The goal of UNTAC was disarmament of the troops, and national elections for a constituent assembly which took place in 1993. (…) Contrary to the fears of many, the elections were peaceful. Over 90 percent of the registered voters went to the polls in Cambodian freest, fairest, and most secret election since the colonial era. (…) For the first time in Cambodian history, a majority of Cambodians had voted against an armed government such as the Khmer Rouge” (Chandler). Therefore it can be said: Cambodia was able to gradually recover from many years of violence by the Khmer Rouge regime, in the wake of those elections, although not all problems were solved.

== '''Educational Development Strategy and Challenge of Cambodia''' ==

Although all educational systems of Cambodia were abolished under the regime of terror by the Khmer Rouge, according to the World Bank, there have been significant improvements in the past five years in the education sector in Cambodia, particularly in terms of primary net enrollment gains (it’s because the government of Cambodia has put more efforts on the primary education, according to Komai), the introduction of program based-budgeting and the development of a sound pro-poor policy framework. But in Cambodia, several challenges remain. For example, most Cambodian children attend some schooling, but a large share complete only a few grades-with 85 percent of 15 to 19 year olds completing just grade 1, while only 27 percent complete grade 7 (The World Bank). It is partly because parents (especially those in rural areas) are blind to the importance of education. There are also disparities in education participation rates by different regions. Moreover, inefficiency and poor quality in education service delivery at primary, secondary and tertiary levels are other major challenges. For instance, the number and the quality of teachers in Cambodia are insufficient. It is because almost all of experienced old teachers had been killed under the regime of the Khmer Rouge. In fact, one thirds of teachers in the primary school have not finished even lower secondary education (Komai). And the budget for education is extremely restricted, compared to neighboring nations (Komai). Thus, the salary of teachers is too low, which causes teachers’ corrupt practices. And the time for studying in the school is 15 hours per week, which is extremely insufficient, too (Komai). Another challenge is related to child prostitution. “In Cambodia, child prostitution has become a worsening problem since 1990’s. Many Cambodian children have been deceived by words that there are “good” sources of employment in urban areas and have left their home, and have been forced to work in the house of prostitution. In Cambodia, there are more than 8.000～15.000 children who had been damaged by child prostitution” (Social Ecoo). Furthermore, expanding of child prostitution causes spread of HIV/AIDS among Cambodian children. HIV/AIDS is one of educational challenge, since children who are infected with the HIV virus cannot get an education well. 

[[Image:Cambodiaeducation.jpg]]

== '''The Recommendation for Ways to Approach Educational Development of Cambodia''' ==

First of all, those involved in educational development in Cambodia should make improvements of Cambodian education quality. It would lead to Cambodian students’ higher promotion and achievement rates. Moreover, if education quality gets improved, even parents in rural areas would come to understand the value of education, and would come to encourage their children to complete higher school grades. Furthermore, the budget for education should be increased. The government of Cambodia has gradually made an increase in the budget for education since 2006, and it is hoped that this trend would be maintained longer. Moreover, the teacher training is also needed, because there are little experienced old teachers left due to the Khmer Rouge’s regime of terror.In addition, vocational education for Cambodian children engaging in child prostitution is necessary. It is because children would not have to sell their body, if there are any other sources of employment. And it would lead to cut down the number of children, who are infected with the HIV virus and cannot go to school though they want to do.

== '''The External Actor Involved in Cambodian Educational Development''' ==

Cambodia has been aided by a number of more developed nations like France, West-Germany, Canada, Australia, the United States, and Japan. The United States has contributed up to $5 million through international relief agencies to children within Cambodia (Sutter). As for Japan, many Japanese organizations such as JICA have supported Cambodian educational development. For example JICA has tried to revive Cambodian educational system, by forming projects including “the project for improvement of science and mathematics education (2000-2004)”, which is aimed to enable teachers engaged in science and mathematics education to acquire skills more than cheap tricks. In addition, The World Bank, UNICEF, UNESCO, Asian Development Bank (ADB), and some NGOs (such as World Vision in the United States, Save the Children in the UK, and so on) have also supported educational development in Cambodia. Among interesting projects formed by those organizations is the World Bank’s “''Education Quality Improvement Project'' (1999 - 2004)”. This project aimed to develop and put into practice a participatory approach to school quality improvement and performance-based resource management. The goal was to have participating schools eventually show improvements in student enrollment, attendance and achievement (The World Bank). The result was that Students in more than 1,000 participating schools in Cambodia achieved higher test scores in literacy, had lower drop-out and higher promotion rates. In addition, this project could show that health and vocational training was the important factor in reducing student drop-out, and in improving promotion rates.

&lt;big&gt;'''Works Cited'''&lt;/big&gt;

BBC News. 2008. “Timeline: Cambodia”
＜http://news.bbc.co.uk/1/hi/world/asia-pacific/country_profiles/1244006.stm＞

“Cambodian Information Center”. 2008.
＜http://www.cambodia.org/＞

Chandler, David. 2008. “A History of Cambodia”. Westview Press: Colorado, America. 

“Japan International Cooperation Agency”. 1995.
＜http://www.jica.go.jp/Index-j.html＞

Kennsuke, Miyamoto. 1993. “Tounan Asia no Gennzai”. 〔The Present of Southeast Asia〕. Horupu Publication: Tokyo, Japan. 

Komai, Hiroshi. 2001. “Shinnsei Cambodia”. 〔New Birth of Cambodia〕. Akashi Publication: Tokyo, Japan.

Linton, Suzannah. 2004. “Reconciliation in Cambodia”. Documentation Center of Cambodia: Phnom Penh, Cambodia. 

“Social Ecoo”. 2007.
＜http://www.socialecoo.jp/series/archives/2007/07/03/entry135.html＞

Sutter, Robert G. 1991. “The Cambodian Crisis and U.S. Policy Dilemmas”. Westview Press: Colorado, America.

The World Bank Group. 2008. “The World Bank”.
＜http://www.worldbank.org/＞

Valentino, Benjamin A. 2004. “Final Solutions: Mass Killing and Genocide in the Twentieth Century”. Cornell University Press: New York, America.

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    <title>Stars/Galaxies/Quiz</title>
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        <id>47528</id>
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      <minor />
      <comment>([[c:GR|GR]]) [[c:COM:Duplicate|Duplicate]]: [[File:Messier 105.jpg]] → [[File:M105 (37482401952).jpg]] Exact or scaled-down duplicate: [[c::File:M105 (37482401952).jpg]]</comment>
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      <text bytes="6746" xml:space="preserve">[[Image:Spiral Galaxy M100.jpg|thumb|right|250px|This image shows the spiral galaxy Messier 100. Credit: NASA, STScI.]]
'''[[Galaxies]]''' is a lecture studying a specific type of astronomical objects. It is also a mini-lecture for a quiz section as part of the [[radiation astronomy]] course on the [[principles of radiation astronomy]].

You are free to take this quiz based on [[galaxies]] at any time.

To improve your score, read and study the lecture, the links contained within, listed under [[Stars/Galaxies/Quiz#See also|'''See also''']], [[Stars/Galaxies/Quiz#External links|'''External links''']], and in the {{tlx|stars resources}} template. This should give you adequate background to get 100 %.

As a &quot;learning by doing&quot; resource, this quiz helps you to assess your knowledge and understanding of the information, and it is a quiz you may take over and over as a learning resource to improve your knowledge, understanding, test-taking skills, and your score.

'''Suggestion:''' Have the lecture available in a separate window.

To master the information and use only your memory while taking the quiz, try rewriting the information from more familiar points of view, or be creative with association.

Enjoy learning by doing!
{{clear}}

==Quiz==

&lt;quiz&gt;

{The galaxy image at the top of the page has which type of rotational symmetry?
|type=&quot;()&quot;}
- one-fold - ⊙
+ two-fold - ⊖
- three-fold - ▲
- four-fold - ◈
- five-fold - ✪
- six-fold - ✱

{A cosmic ray may originate from what astronomical source?
|type=&quot;()&quot;}
- Jupiter
- the solar wind
- the diffuse X-ray background
- Mount Redoubt in Alaska
- the asteroid belt
+ an active galactic nucleus

{Yes or No, Any small luminous green dot appearing in the cloudless portion of the night sky, especially with a fixed location relative to other such dots is most likely to be an active galactic nucleus.
|type=&quot;()&quot;}
- Yes
+ No

{The use of the principle of line of sight allows what phenomenon to be determined?
|type=&quot;()&quot;}
+ the Moon is closer to the Earth than the Sun
- the planet Mercury is nearer to the Earth than Venus
- any cumulus cloud overhead follows the Sun across the sky
- the plane of the Earth's orbit around the Sun is in the plane of the galaxy
- the surface of the photosphere of the Sun is hotter than the surface of Mars
- lightning always precedes rain

{True or False, As a galaxy is made up of millions or billions of stars, a solitary star does not exist in a galaxy.
|type=&quot;()&quot;}
- TRUE
+ FALSE

{Spiral galaxies have which of the following in common?
|type=&quot;[]&quot;}
+ spiral arms
- a spheroidal shape
- may appear lenticular
- is irregular
+ arms of younger stars
+ may contain star clusters
+ dust lanes

{Phenomena associated with the Milky Way are?
|type=&quot;[]&quot;}
+ spiral arms
- a spheroidal shape
+ a standard to differentiate dwarf galaxies
+ often referred to as the Galaxy
+ arms of younger stars
+ contains star clusters
+ dust lanes
+ extended red emission (ERE)
+ a faint galaxy heavy with dark matter may orbit it
- larger than the Andromeda galaxy

{Complete the text:
|type=&quot;{}&quot;}
Match up the item letter with each of the possibilities below:
Einstein ring - A
stellar nebula - B
Andromeda galaxy - C
Triplet galaxies interacting - D
Hubble galaxies - E
Dark matter halo simulation - F
Fairall 9 (Seyfert galaxy in X-rays) - G
Tycho Brahe observatory, remotely controlled telescope, captured galaxy - H
[[Image:Andromeda's Colorful Rings.jpg|thumb|left|100px]] { C (i) }.
[[Image:Galax.png|thumb|left|100px]] { H (i) }.
[[Image:A Horseshoe Einstein Ring from Hubble.JPG|thumb|left|100px]] { A (i) }.
[[Image:SWIFT J0123.9-5846 Hard X-ray.jpg|thumb|left|100px]] { G (i) }.
[[Image:Dark matter halo.png|thumb|left|100px]] { F (i) }.
[[Image:AmCyc Nebula - Stellar Nebula.jpg|thumb|left|100px]] { B (i) }.
[[Image:Dorian Gray.jpg|thumb|left|100px]] { E (i) }.
[[Image:Cosmic Interactions.jpg|thumb|left|100px]] { D (i) }.
{{clear}}

{Complete the text:
|type=&quot;{}&quot;}
Match up the item letter with each of the possibilities below:
Sa - A
Sb - B
Sc - C
SBa - D
SBb - E
SBc - F
Irr - G
S0 - H
[[Image:M101 hires STScI-PRC2006-10a.jpg|thumb|left|100px]] { C (i) }.
[[Image:Ngc5866 hst big.png|thumb|left|100px]] { H (i) }.
[[Image:M104 - Sombrero.jpg|thumb|left|100px]] { A (i) }.
[[Image:Starburst in NGC 4449 (captured by the Hubble Space Telescope).jpg|thumb|left|100px]] { G (i) }.
[[Image:NGC 7479 HST.jpg|thumb|left|100px]] { F (i) }.
[[Image:NGC2841.jpg|thumb|left|100px]] { B (i) }.
[[Image:The VLT goes lion hunting.jpg|thumb|left|100px]] { E (i) }.
[[Image:NGC 2859.jpg|thumb|left|100px]] { D (i) }.
{{clear}}

{Complete the text:
|type=&quot;{}&quot;}
Match up the item letter with each of the possibilities below:
E0 - A
E1 - B
E2 - C
E3 - D
E4 - E
E5 - F
E6 - G
E7 - H
[[Image:Maf1atlas.jpg|thumb|left|100px]] { D (i) }.
[[Image:M32 Lanoue.png|thumb|left|100px]] { C (i) }.
[[Image:Messier 105 2MASS.jpg|thumb|left|100px]] { H (i) }.
[[Image:Ngc185 rgb combined.jpg|thumb|left|100px]] { A (i) }.
[[Image:2MASS NGC 4125 JHK.jpg|thumb|left|100px]] { G (i) }.
[[Image:NGC 1427 Hubble WikiSky.jpg|thumb|left|100px]] { F (i) }.
[[Image:M105 (37482401952).jpg|thumb|left|100px]] { B (i) }.
[[Image:Coma Cluster of Galaxies (visible, wide field).jpg|thumb|left|100px|at left]] { E (i) }.
{{clear}}

&lt;/quiz&gt;

==Hypotheses==
{{main|Hypotheses}}
# Galaxies are primarily a product of the galactic magnetic field.

==See also==
{{div col|colwidth=12em}}
* [[Astronomy/Quiz]]
* [[Radiation chemistry/Quiz|Radiation astrochemistry/Quiz]]
* [[Radiation geography/Quiz|Radiation astrogeography/Quiz]]
* [[Radiation history/Quiz|Radiation astrohistory/Quiz]]
* [[Radiation astronomy/Quiz]]
* [[Theoretical radiation astronomy/Quiz]]
{{Div col end}}

==External links==
* [http://www.iau.org/ International Astronomical Union]
* [http://nedwww.ipac.caltech.edu/ NASA/IPAC Extragalactic Database - NED]
* [http://nssdc.gsfc.nasa.gov/ NASA's National Space Science Data Center]
* [http://www.adsabs.harvard.edu/ The SAO/NASA Astrophysics Data System]
* [http://cas.sdss.org/astrodr6/en/tools/quicklook/quickobj.asp SDSS Quick Look tool: SkyServer]
* [http://simbad.u-strasbg.fr/simbad/ SIMBAD Astronomical Database]
* [http://simbad.harvard.edu/simbad/ SIMBAD Web interface, Harvard alternate]
* [http://nssdc.gsfc.nasa.gov/nmc/SpacecraftQuery.jsp Spacecraft Query at NASA]
* [http://heasarc.gsfc.nasa.gov/cgi-bin/Tools/convcoord/convcoord.pl Universal coordinate converter]

&lt;!-- footer templates --&gt;
{{tlx|Principles of radiation astronomy}}{{Stars resources}}{{Sisterlinks|Galaxies}}

&lt;!-- categories --&gt;
[[Category:Astrophysics quizzes]]
[[Category:Radiation astronomy quizzes]]
[[Category:Resources last modified in February 2019]]
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      <contributor>
        <username>Huntster</username>
        <id>47528</id>
      </contributor>
      <minor />
      <comment>([[c:GR|GR]]) [[c:COM:Duplicate|Duplicate]]: [[File:Messier 105.jpg]] → [[File:M105 (37482401952).jpg]] Exact or scaled-down duplicate: [[c::File:M105 (37482401952).jpg]]</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="41752" xml:space="preserve">[[Image:Antennae Galaxies composite of ALMA and Hubble observations.jpg|thumb|right|250px|The ALMA observations — shown here in red, pink and yellow — were tuned to detect carbon monoxide molecules. Credit: ALMA (ESO/NAOJ/NRAO). Visible light image: the NASA/ESA Hubble Space Telescope.]]
'''[[Principles of radiation astronomy]]''' is a course of forty-eight lectures, sixteen mini-lectures for quiz sections, three ''hourly'' quizzes that are timed at an hour, a mid-term that covers the first half of the course, and a final which covers everything in the course. This is the second of three hourlies. It covers the second sixteen lectures, the second five mini-lectures, problem sets, lessons, and laboratories.

You are free to take this quiz based on these at any time.

To improve your score, read and study the lectures and the rest, the links contained within, listed under [[Radiation astronomy/Courses/Principles/Hourly 2#See also|'''See also''']], [[Radiation astronomy/Courses/Principles/Hourly 2#External links|'''External links''']], and in the {{tlx|principles of radiation astronomy}} template. This should give you adequate background to get 100 %.

As a &quot;learning by doing&quot; resource, this quiz helps you to assess your knowledge and understanding of the information, and it is a quiz you may take over and over as a learning resource to improve your knowledge, understanding, test-taking skills, and your score.

'''Suggestion:''' Have the lecture available in a separate window.

To master the information and use only your memory while taking the quiz, try rewriting the information from more familiar points of view, or be creative with association.

Enjoy learning by doing!
{{clear}}

==Quiz==

&lt;quiz&gt;

{Complete the text:
|type=&quot;{}&quot;}
Ordinary glass is partially { transparent (i) } to UVA but is { opaque (i) } to shorter wavelengths, whereas silica or { quartz (i) } glass, depending on quality, can be { transparent (i) } even to vacuum UV wavelengths.

{Complete the text:
|type=&quot;{}&quot;}
Match up the description with each of the optical astronomy possibilities below:
Palomar's 5 m - L
adaptive optics poc - M
AO actuators - N
Mars Global Surveyor - O
star-forming region - P
Warner &amp; Swasey - Q
protoplanetary nebula - R
SkyMapper - S
Mauna Kea - T
full-color of Mercury - U
Hubble Space Telescope of carbon star - V
supernova remnant - W
HESS - X
line of sight - Y
[[Image:HaleTelescope-MountPalomar.jpg|thumb|left|100px]] { L (i) }.
[[Image:U Camelopardalis.jpeg|thumb|left|100px]] { V (i) }.
[[Image:USNO Refractor 1904.jpg|thumb|left|100px]] { Q (i) }.
[[Image:Canada-France-Hawaii Telescope with moon.jpg|thumb|left|100px]] { T (i) }.
[[Image:Sig07-009.jpg|thumb|left|100px]] { Y (i) }.
[[Image:GTC Active Optics Acutators.jpg|thumb|left|100px]] { N (i) }.
[[Image:Mercury in color - Prockter07 centered.jpg|thumb|left|100px]] { U (i) }.
[[Image:Egg Nebula HST.jpg|thumb|left|100px]] { R (i) }.
[[Image:HESS-dark-full.jpg|thumb|left|100px]] { X (i) }.
[[Image:Earth and Moon from Mars PIA04531.jpg|thumb|left|100px]] { O (i) }.
[[Image:SkyMapper and 2.3m.jpg|thumb|left|100px]] { S (i) }.
[[Image:Grand star-forming region R136 in NGC 2070 (visible and ultraviolet, captured by the Hubble Space Telescope).jpg|thumb|left|100px]] { P (i) }.
[[Image:Supernova remnant IC 443.jpg|thumb|left|100px]] { W (i) }.
[[Image:AO proof of concept.jpg|thumb|left|100px]] { M (i) }.
{{clear}}

{The MINOS experiment uses Fermilab's NuMI beam, which is an intense beam of neutrinos, that travels 455 miles (732 km) through the Earth to the?
|type=&quot;{}&quot;}
{ Soudan Mine|Soudan mine (i) }

{Complete the text:
|type=&quot;{}&quot;}
Match up the item letter with each of the possibilities below:
E0 - A
E1 - B
E2 - C
E3 - D
E4 - E
E5 - F
E6 - G
E7 - H
[[Image:Maf1atlas.jpg|thumb|left|100px]] { D (i) }.
[[Image:M32 Lanoue.png|thumb|left|100px]] { C (i) }.
[[Image:Messier 105 2MASS.jpg|thumb|left|100px]] { H (i) }.
[[Image:Ngc185 rgb combined.jpg|thumb|left|100px]] { A (i) }.
[[Image:2MASS NGC 4125 JHK.jpg|thumb|left|100px]] { G (i) }.
[[Image:NGC 1427 Hubble WikiSky.jpg|thumb|left|100px]] { F (i) }.
[[Image:M105 (37482401952).jpg|thumb|left|100px]] { B (i) }.
[[Image:Coma Cluster of Galaxies (visible, wide field).jpg|thumb|left|100px|at left]] { E (i) }.
{{clear}}

{Which of the following are associated with the IceCube Neutrino Observatory?
|type=&quot;[]&quot;}
+ under ice
+ the Amundsen-Scott South Pole Station
+ Digital Optical Modules
+ the counting house is on the surface above the array
- the baryon neutrino
+ the electron neutrino

{True or False, Terrestrial gamma-ray flashes pose a challenge to current theories of lightning, especially with the discovery of the clear signatures of neutrinos produced in lightning.
|type=&quot;()&quot;}
- TRUE
+ FALSE

{Which of the following are the differences between a star and an astronomical yellow source?
|type=&quot;[]&quot;}
+ a star may emit predominantly green rays
- an astronomical yellow source is spherical
- a yellow star is an astronomical yellow source
+ a star with nuclear fusion in its chromosphere emits neutrinos, but a yellow source with no nuclear fusion ongoing does not
+ a yellow source may be cloud like
+ an astronomical yellow source may be a rocky object

{Complete the text:
|type=&quot;{}&quot;}
Match up the theoretical astronomy idea with each of the possibilities below:
astronomical object - A
astronomical source - B
astronomical entity - C
star - D
interstellar medium - E
material - F
natural luminous body visible in the sky { D (i) }.
naturally from which something comes { B (i) }.
matter which may be shaped or manipulated { F (i) }.
an independent, separate, or self-contained existence { C (i) }.
the matter that exists in the space between the star systems { E (i) }
naturally in the sky especially at night { A (i) }.

{Helium has emission lines in which of the following colors?
|type=&quot;[]&quot;}
+ violet
+ blue
+ cyan
- green
+ yellow
- orange
+ red

{A cosmic ray may originate from what astronomical source?
|type=&quot;()&quot;}
- [[Jupiter]]
- the solar wind
- the diffuse X-ray background
- Mount Redoubt in Alaska
- the asteroid belt
+ an active galactic nucleus

{True or False, Any small luminous green dot appearing in the cloudless portion of the night sky, especially with a fixed location relative to other such dots is most likely to be an active galactic nucleus.
|type=&quot;()&quot;}
- TRUE
+ FALSE

{Which of the following are green radiation astronomy phenomena associated with the Sun?
|type=&quot;[]&quot;}
+ the color of the upper rim as seen from Earth
+ an excess brightness at or near the edge of the Sun
+ the iron XIV green line
- neutron emission
+ polar coronal holes
- meteor emission
+ changes in the line-blanketing

{Complete the text:
|type=&quot;{}&quot;}
Match up the item letter with each of the possibilities below:
Intracluster medium - A
Mayall's object - B
M82 PAHs - C
Milky Way bubbles - D
Local Hot Bubble - E
Stephan's Quintet  - F
UGC 8335 - G
Arp 272 - H
[[Image:Hubble Interacting Galaxy UGC 8335 (2008-04-24).jpg|thumb|left|100px]] { G (i) }
[[Image:Outflow from M82 galaxy.jpg|thumb|left|100px]] { C (i) }.
[[Image:Stephan's Quintet with annotation.jpg|thumb|left|100px]] { F (i) }.
[[Image:Local_bubble.jpg|thumb|left|100px]] { E (i) }.
[[Image:800 nasa structure renderin2.jpg|thumb|left|100px]] { D (i) }.
[[Image:A2199 Xray Optical2.jpg|thumb|left|100px]] { A (i) }.
[[Image:Hubble Interacting Galaxy NGC 6050 (2008-04-24).jpg|thumb|left|100px]] { H (i) }.
[[Image:Hubble Interacting Galaxy Arp 148 (2008-04-24).jpg|thumb|left|100px]] { B (i) }.
{{clear}}

{Which of the following are X-radiation astronomy phenomena associated with the Sun?
|type=&quot;[]&quot;}
- a core which emits neutrinos
- a solar wind which emanates out the polar coronal holes
- gravity
- the barycenter for the solar system
- polar coronal holes
+ coronal clouds
- its position
+ temperatures at or above 1 MK

{ANTARES is the name of a neutrino detector designed to be used as a directional Neutrino Telescope residing under the
|type=&quot;{}&quot;}
{ Mediterranean Sea|Mediterranean (i) }

{A NASA Hubble image of the Ring Nebula contains which of the following?
|type=&quot;[]&quot;}
+ very hot helium blue
+ ionized oxygen emitting green
+ red light from ionized nitrogen
+ oxygen forbidden line emission
+ Hα
+ a forbidden line of sulfur

{True or False, As a galaxy is made up of millions or billions of stars, a solitary star does not exist in a galaxy.
|type=&quot;()&quot;}
- TRUE
+ FALSE

{Complete the text:
|type=&quot;{}&quot;}
Match up the letter of the spherical object with each of the possibilities below:
Sun - A
Mercury - B
Venus - C
Earth - D
Moon - E
Mars - F
Ceres - G
Jupiter - H
Callisto - I
Europa - J
Ganymede - K
Io - L
Enceladus - M
Titan - N
Uranus - O
Titania - P
Neptune - Q
Triton - R
Pluto - S
[[Image:Enceladus in the Visual.jpg|thumb|left|100px]] { M (i) }.
[[Image:Triton moon mosaic Voyager 2 (large).jpg|thumb|left|100px]] { R (i) }.
[[Image:Io highest resolution true color.jpg|thumb|left|100px]] { L (i) }.
[[Image:Vg1 1567237.tiff|thumb|left|100px]] { H (i) }.
[[Image:Ceres optimized.jpg|thumb|left|100px]] { G (i) }.
[[Image:Europa-moon.jpg|thumb|left|100px]] { J (i) }.
[[Image:Titania (moon) color cropped.jpg|thumb|left|100px]] { P (i) }.
[[Image:Pluto animiert.gif|thumb|left|100px]] { S (i) }.
[[Image:The Earth seen from Apollo 17.jpg|thumb|left|100px]] { D (i) }.
[[Image:Uranus2.jpg|thumb|left|100px]] { O (i) }.
[[Image:Moon Farside LRO.jpg|thumb|left|100px]] { E (i) }.
[[Image:Callisto.jpg|thumb|left|100px]] { I (i) }.
[[Image:Moon Ganymede by NOAA.jpg|thumb|left|100px]] { K (i) }.
[[Image:Neptune.jpg|thumb|left|100px]] { Q (i) }.
[[Image:Two Halves of Titan.png|thumb|left|100px]] { N (i) }.
[[Image:HI6563 fulldisk.jpg|thumb|left|100px]] { A (i) }.
[[Image:2005-1103mars-full.jpg|thumb|left|100px]] { F (i) }.
[[Image:Venus-real color.jpg|thumb|left|100px]] { C (i) }.
[[Image:Mercury in color - Prockter07 centered.jpg|thumb|left|100px]] { B (i) }.
{{clear}}

{Various gaps and density minima have been observed in the Saturnian
|type=&quot;{}&quot;}
{ ring|rings (i) } system.

{Which of the following are phenomena associated with electromagnetic cascades?
|type=&quot;[]&quot;}
+ spectral and timing properties of astronomical sources
+ very high-energy γ-rays
+ the way from the source to the Earth
- soft X-rays
- redshifts
+ ambient radiation fields inside the γ-ray source
- source stability
- protons

{Intragalactic super soft X-ray sources may be heavily reddened by?
|type=&quot;{}&quot;}
{ interstellar material|interstellar matter (i) }

{True or False, &quot;Regarding the fixed stars, the Sun appears from Earth to revolve once a year along the ecliptic through the zodiac&quot;.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Which of the following refer to an aspect of current cosmogonic models?
|type=&quot;[]&quot;}
- fragmentation of asteroids
+ accretion
- Mars
- Jupiter
+ transformation by accretion
+ kilometer-size objects
- hyperbolic comets
- asteroid belt
+ bodies comparable in size to the Earth

{Complete the text:
|type=&quot;{}&quot;}
Match up the item letter with each of the possibilities below:
Meteors - A
Cosmic rays - B
Neutrons - C
Protons - D
Electrons - E
Positrons - F
Gamma rays - G
Superluminals - H
X-ray jets { C (i) }
the index of refraction is often greater than 1 just below a resonance frequency { H (i) }.
iron, nickel, cobalt, and traces of iridium { A (i) }.
Sagittarius X-1 { G (i) }.
escape from a typical hard low-mass X-ray binary { F (i) }.
collisions with argon atoms { B (i) }.
X-rays are emitted as they slow down { E (i) }.
Henry Moseley using X-ray spectra { D (i) }.

{True or False, The disparity between the atomic number of an atom and its atomic mass is explained by the existence of the neutrino.
|type=&quot;()&quot;}
- TRUE
+ FALSE

{Which of the following are characteristic of a β&lt;sup&gt;+&lt;/sup&gt; decay?
|type=&quot;[]&quot;}
- a mu neutrino
+ a positron emission
- a decay product of a neutron
+ weak interaction 
+ an electron neutrino 
- comes in mutable varieties

{True or False, An antimatter equivalent of an electron having the same charge but a positive mass is called a positron.
|type=&quot;()&quot;}
- TRUE
+ FALSE

{Complete the text:
|type=&quot;{}&quot;}
Match up the blue object with the possibilities below:
Sun - H
Mercury - I
Venus - J
Earth - K
Meteorite on Mars - L
Pallas - M
Comet Holmes - N
Europa - O
Io - P
Saturn - Q
Enceladus - R
Tethys - S
Titan - T
Neptune - U
Abell 370 - V
SN 1987A - W
Crab Nebula - X
[[Image:Orange and Blue Hazes Close-up.jpg|thumb|left|100px]] { T (i) }.
[[Image:Blueberrysun friedman 1296.jpg|thumb|left|100px]] { H (i) }.
[[Image:17pHolmes 071104 eder vga.jpg|thumb|left|100px]] { N (i) }.
[[Image:PallasHST2007.jpg|thumb|left|100px]] { M (i) }.
[[Image:Tethys enhanced color.jpeg|thumb|left|100px]] { S (i) }.
[[Image:Crab_Nebula.jpg|thumb|left|100px]] { X (i) }.
[[Image:Europa-moon.jpg|thumb|left|100px]] { O (i) }.
[[Image:Venus-real color.jpg|thumb|left|100px]] { J (i) }.
[[Image:Gravitational lensing in the galaxy cluster Abell 370 (captured by the Hubble Space Telescope).jpg|thumb|left|100px]] { V (i) }.
[[Image:Earth Pacific jul 30 2010.jpg|thumb|left|100px]] { K (i) }.
[[Image:Enceladus PIA07800.jpg|thumb|left|100px]] { R (i) }.
[[Image:SN 1987A HST.jpg|thumb|left|100px]] { W (i) }.
[[Image:Blue Saturn.jpg|thumb|left|100px]] { Q (i) }.
[[Image:Block Island meteorite color close-up (PIA12193).jpg|thumb|left|100px]] { L (i) }.
[[Image:Neptune.jpg|thumb|left|100px]] { U (i) }.
[[Image:Mercury in color - Prockter07-edit1.jpg|thumb|left|100px]] { I (i) }.
[[Image:Io Color Eclipse Movie - PIA03450.gif|thumb|left|100px]] { P (i) }.
{{clear}}

{Which of the following is not characteristic of a neutrino?
|type=&quot;()&quot;}
- neutrinos are affected by the weak nuclear force
+ produced by a positron annihilating an electron
- a decay product of a neutron
- produced by the near surface fusion on the [[Sun (star)|Sun]] 
- may have a mass 
- comes in mutable varieties

{An argon-37 atom is converted by a neutrino by the charged current interaction from what atom?
|type=&quot;{}&quot;}
{ chlorine-37|&lt;sup&gt;37&lt;/sup&gt;Cl (i) }

{Yes or No, O VI is a lithium-like ion.
|type=&quot;()&quot;}
+ Yes
- No

{Which of the following are astronomical observatory phenomena associated with gamma-ray astronomy?
|type=&quot;[]&quot;}
+ 20 MeV electromagnetic radiation
+ the Second Small Astronomy Satellite (SAS-2)
- micrometre-sized interstellar meteor particles
- neutron irradiation
+ GRBs
- meteor orbits
+ thorium on the Moon

{Complete the text:
|type=&quot;{}&quot;}
Some neutrinos originating from the Sun may be produced by the { particle accelerator-type (i) } reactions occurring in and above the { chromosphere (i) }. Differentiating these coronal cloud-induced neutrinos from the neutrino background and those theorized to be produced within the { core (i) } of the Sun may someday be possible with neutrino astronomy.

{True or False, An antimatter equivalent of a positron having the same mass but a positive charge is called an electron.
|type=&quot;()&quot;}
- TRUE
+ FALSE

{Which of the following are characteristic of positronium?
|type=&quot;[]&quot;}
+ an exotic atom
- a nucleus of neutronium
- a decay product of a neutron
- a weak interaction 
+ an eletromagnetic interaction 
+ a center of mass

{Observations of Io have benefitted greatly from what phenomenon?
|type=&quot;()&quot;}
- a dense, opaque atmosphere
- lightning
- extensive meteorite cratering
- a flattening out
- liquid hydrocarbon lakes
+ the reflected light of allotropes and compounds of sulfur

{Which of the following are radiation astronomy phenomena associated with the gaseous-object Neptune?
|type=&quot;[]&quot;}
- Voyager 2
+ blue rays
+ clouds
- neutron emission
- polar coronal holes
+ meteor emission
- rotation

{Complete the text:
|type=&quot;{}&quot;}
The First Byurakan Survey commenced in 1965 using the { Schmidt (i) } telescope at the Byurakan Astrophysical Observatory. The purpose of the survey was to find galaxies with an { ultraviolet (i) } excess.

{True or False, The libration of the Moon through at least one full moon and one new moon occurs over the period of one earth month.
|type=&quot;()&quot;}
- TRUE
+ FALSE

{Complete the text:
|type=&quot;{}&quot;}
Match up the radiation type with the satellite:
meteor - A
cosmic ray - B
neutral atoms - C
neutron - D
proton - E
electron - F
positron - G
neutrino - H
gamma ray - I
X-ray - J
ultraviolet - K
optical - L
visual - M
violet - N
blue - O
cyan - P
green - Q
yellow - R
orange - S
red - T
infrared - U
submillimeter - V
microwave - W
radio - X
radar - Y
superluminal - Z
[[Image:JUNO - PIA13746.jpg|thumb|left|100px]] { M (i) }.
[[Image:RAE B.jpg|thumb|left|100px]] { X (i) }.
[[Image:Chandra-spacecraft labeled-en.jpg|thumb|left|100px]] { J (i) }.
[[Image:Alpha Magnetic Spectrometer - 02.jpg|thumb|left|100px]] { Z (i) }.
[[Image:Voyager.jpg|thumb|left|100px]] { N (i) }.
[[Image:GLAST on the payload attach fitting.jpg|thumb|left|100px]] { I (i) }.
[[Image:Mars-express-volcanoes-sm.jpg|thumb|left|100px]] { Y (i) }.
[[Image:Nasasupports.jpg|thumb|left|100px]] { H (i) }.
[[Image:IBEX.jpg|thumb|left|100px]] { C (i) }.
[[Image:STEREO spacecraft.gif|thumb|left|100px]] { P (i) }.
[[Image:GOES-P.jpg|thumb|left|100px]] { E (i) }.
[[Image:Aquarius SAC-D satellite.png|thumb|left|100px]] { W (i) }.
[[Image:STS-134 International Space Station after undocking.jpg|thumb|left|100px]] { O (i) }.
[[Image:Micrometeoroid hole.jpg|thumb|left|100px]] { A (i) }.
[[Image:Rosetta.jpg|thumb|left|100px]] { Q (i) }.
[[Image:INTEGRAL-spacecraft410.jpg|thumb|left|100px]] { G (i) }.
[[Image:FUSE prelaunch crop.jpg|thumb|left|100px]] { K (i) }.
[[Image:Swas 1.jpg|thumb|left|100px]] { V (i) }.
[[Image:2001 mars odyssey wizja.jpg|thumb|left|100px]] { D (i) }.
[[Image:Spitzer space telescope pre-launch.jpg|thumb|left|100px]] { U (i) }.
[[Image:TERRA_am1.jpg|thumb|left|100px]] { R (i) }.
[[Image:Galileo Energetic Particles Detector.jpg|thumb|left|100px]] { F (i) }
[[Image:Landsat7photo.jpg|thumb|left|100px]] { S (i) }.
[[Image:Pioneer_10_on_its_kickmotor.jpg|thumb|100px|left]] { B (i) }.
[[Image:Mariner 10.jpg|thumb|left|100px]] { T (i) }.
[[Image:HST-SM4.jpeg|thumb|left|100px]] { L (i) }.
{{clear}}

{Which of the following is associated with Pluto?
|type=&quot;[]&quot;}
+ a dwarf planet
- a member of the Oort belt
+ the northern polar region has brightened
+ the southern polar region has darkened
- its overall redness has decreased
+ extreme axial tilt

{The charge on a planetary dust particle may change with?
|type=&quot;{}&quot;}
{ latitude (i) }

{Random fluctuations in the intensity of radio waves of celestial origin, on a timescale of a few seconds is referred to as interplanetary?
|type=&quot;{}&quot;}
{ scintillation (i) }

{Which of the following are characteristic of a binary formed via gravitational fragmentation?
|type=&quot;[]&quot;}
+ the local Jeans length
+ the local speed of sound
+ the mean molecular weight
- the electron neutrino
+ the mean particle density
- neutrons

{True or False, If a positive chargon and a negative chargon interact, a gamma ray without a wavelength results.
|type=&quot;()&quot;}
- TRUE
+ FALSE

{Complete the text:
|type=&quot;{}&quot;}
Match up the item letter with each of the cosmogonic possibilities below:
interior models of the giant planets - A
high interest for cosmogony, geophysics and nuclear physics - B
hierarchical accumulation - C
clouds and globular clusters - D
cosmic helium abundance - E
deuterium fusion - F
a large deficiency of light elements - G
after galactic sized systems had collapsed - H
the motions of hydrogen { D (i) }
formation of luminous quasars { H (i) }.
stars with an initial mass less than the solar mass { G (i) }.
rotating liquid drops { B|F (i) }.
primordial is less than 26 per cent { E (i) }.
a solar mixture of elements dominated by hydrogen and helium gas { A (i) }.
around 13 Jupiter masses { F (i) }.
smaller rocky objects { C (i) }.

{Which of the following are phenomena associated with strong forces in the IGM?
|type=&quot;[]&quot;}
+ stochastic acceleration
+ hottest clusters
+ scaling of the acceleration efficiency with IGM temperature
- collisionless IGM
- placid magnetic compressions
+ the smaller the mean free path 
- cold regions
- least effective for inducing the instability

{Complete the text:
|type=&quot;{}&quot;}
Both { fusion|fusion- (i) } and { accretion|accretion- (i) } powered cataclysmic { variables (i) } have been observed to be X-ray sources.

{True or False, By crossing symmetry an elastic scattering cross section with a nucleon implies annihilation of dark matter (DM) into hadrons inside the halo, resulting in an anti-proton flux that could be constrained by data from the PAMELA collaboration if one includes a large boost factor necessary to explain the PAMELA excess in the positron fraction.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Which of the following are minerals that can readily or often occur orange, or yellow-orange in color?
|type=&quot;[]&quot;}
+ orpiment
+ crocoite
- malachite
+ realgar
- magnetite
+ calcite

{Complete the text:
|type=&quot;{}&quot;}
The spectral region bounded on the long wavelength side by the atmospheric { ozone (i) } absorption and on the short wavelength side by the photoionization of interstellar { hydrogen (i) } is the ultraviolet.

{Which of the following are theoretical radiation astronomy phenomena associated with the Sun?
|type=&quot;[]&quot;}
+ a core which emits neutrinos
- a solar wind which emanates out the polar coronal holes
+ gravity
+ the barycenter for the solar system
- polar coronal holes
- coronal clouds
+ its position

{A gallium detector design converts incoming neutrinos to what element?
|type=&quot;{}&quot;}
{ germanium (i) }

{Complete the text:
|type=&quot;{}&quot;}
Match up the item letter with each of the possibilities below:
Einstein ring - A
stellar nebula - B
Andromeda galaxy - C
Triplet galaxies interacting - D
Hubble galaxies - E
Dark matter halo simulation - F
Fairall 9 (Seyfert galaxy in X-rays) - G
Tycho Brahe observatory, remotely controlled telescope, captured galaxy - H
[[Image:Andromeda's Colorful Rings.jpg|thumb|left|100px]] { C (i) }.
[[Image:Galax.png|thumb|left|100px]] { H (i) }.
[[Image:A Horseshoe Einstein Ring from Hubble.JPG|thumb|left|100px]] { A (i) }.
[[Image:SWIFT J0123.9-5846 Hard X-ray.jpg|thumb|left|100px]] { G (i) }.
[[Image:Dark matter halo.png|thumb|left|100px]] { F (i) }.
[[Image:AmCyc Nebula - Stellar Nebula.jpg|thumb|left|100px]] { B (i) }.
[[Image:Dorian Gray.jpg|thumb|left|100px]] { E (i) }.
[[Image:Cosmic Interactions.jpg|thumb|left|100px]] { D (i) }.
{{clear}}

{Which of the following are X-radiation astronomy phenomena associated with the Sun?
|type=&quot;[]&quot;}
- a chromosphere which emits neutrinos
+ coronal loops that are particle accelerator-like
+ synchrotron radiation
- a photosphere
- a polar diameter that exceeds ever so slightly the equatorial diameter at solar cycle minimum
+ a polar temperature inside two radii of 1 MK
+ hot active regions with temperatures hot enough to fuse hydrogen
- sunspots at the feet of coronal loops

{True or False, The temperature for a lightning bolt channel has a peak emittance in the far ultraviolet.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Complete the text:
|type=&quot;{}&quot;}
Match up the radiation letter with each of the detector possibilities below:
Meteors - A
Cosmic rays - B
Neutrons - C
Protons - D
Electrons - E
Positrons - F
Neutrinos - G
Muons - H
Gamma rays - I
X-rays - J
Ultraviolet rays - K
Optical rays - L
Visual rays - M
Violet rays - N
Blue rays - O
Cyan rays - P
Green rays - Q
Yellow rays - R
Orange rays - S
Red rays - T
Infrared rays - U
Submillimeter rays - V
Radio rays - W
Superluminal rays - X
multialkali (Na-K-Sb-Cs) photocathode materials { L (i) }.
F547M { Q (i) }.
511 keV gamma-ray peak { F (i) }.
F675W { T (i) }.
broad-band filter centered at 404 nm { N (i) }.
a cloud chamber { B (i) }.
ring-imaging Cherenkov { X (i) }.
coherers { W (i) }.
effective area is larger by 10&lt;sup&gt;4&lt;/sup&gt; { H (i) }.
F588N { R (i) }.
pyroelectrics { U (i) }.
a blemish about 8,000 km long { A (i) }.
a metal-mesh achromatic half-wave plate { V (i) }.
coated with lithium fluoride over aluminum { K (i) }.
thallium bromide (TlBr) crystals { O (i) }.
F606W { S (i) }.
aluminum nitride { J (i) }.
heavy water { G (i) }.
18 micrometers FWHM at 490 nm { P (i) }.
wide-gap II-VI semiconductor ZnO doped with Co&lt;sup&gt;2+&lt;/sup&gt; (Zn&lt;sub&gt;1-x&lt;/sub&gt;Co&lt;sub&gt;x&lt;/sub&gt;O) { M (i) }.
a recoiling nucleus { C (i) }
high-purity germanium { I (i) }.
magnetic deflection to separate out incoming ions { E (i) }.
2.2-kilogauss magnet used to sweep out electrons { D (i) }.

{Which of the following is not a characteristic of theoretical X-radiation astronomy?
|type=&quot;()&quot;}
- a theory for any natural X-ray source
+ X-ray generation
- theoretical X-ray emission
- analytical models
- computational numerical simulations

{Complete the text:
|type=&quot;{}&quot;}
Match up the item letter with each of the possibilities below:
Sa - A
Sb - B
Sc - C
SBa - D
SBb - E
SBc - F
Irr - G
S0 - H
[[Image:M101 hires STScI-PRC2006-10a.jpg|thumb|left|100px]] { C (i) }.
[[Image:File-Ngc5866 hst big.png|thumb|left|100px]] { H (i) }.
[[Image:M104 - Sombrero.jpg|thumb|left|100px]] { A (i) }.
[[Image:Starburst in NGC 4449 (captured by the Hubble Space Telescope).jpg|thumb|left|100px]] { G (i) }.
[[Image:NGC 7479 HST.jpg|thumb|left|100px]] { F (i) }.
[[Image:NGC2841.jpg|thumb|left|100px]] { B (i) }.
[[Image:The VLT goes lion hunting.jpg|thumb|left|100px]] { E (i) }.
[[Image:NGC 2859.jpg|thumb|left|100px]] { D (i) }.
{{clear}}

{Which of the following are characteristic of the first true astrophysical gamma-ray source?
|type=&quot;[]&quot;}
+ a strong 2.223 MeV emission line
+ a solar flare
+ the formation of deuterium
- the electron neutrino
+ OSO-3
+ neutrons

{True or False, Chemical ions above the Earth's atmosphere, moving at very high speeds constitute the interplanetary medium.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Complete the text:
|type=&quot;{}&quot;}
The { Lyman (i) } series is the series of transitions and resulting ultraviolet emission lines of the { hydrogen (i) } atoms as an electron goes from a high-energy level to an n = { one|1 (i) } level.

{Phenomena associated with the Milky Way are?
|type=&quot;[]&quot;}
+ spiral arms
- a spheroidal shape
+ a standard to differentiate dwarf galaxies
+ often referred to as the Galaxy
+ arms of younger stars
+ contains star clusters
+ dust lanes
+ extended red emission (ERE)
+ a faint galaxy heavy with dark matter may orbit it
- larger than the Andromeda galaxy

{Complete the text:
|type=&quot;{}&quot;}
Match up the radiation object with the likely source:
[[Image:Crmo volcanic bomb 20070516123632.jpg|thumb|left|100px]] - L
[[Image:Circinus X-1.jpg|thumb|left|100px]] - M
[[Image:Moon egret.jpg|thumb|left|100px]] - N
[[Image:Neusun1 superk1.jpg|thumb|left|100px]] - O
[[Image:Earth in ultraviolet from the Moon (S72-40821).jpg|thumb|left|100px]] - P
[[Image:PIA00072.jpg|thumb|left|100px]] - Q
[[Image:Io Color Eclipse Movie - PIA03450.gif|thumb|left|100px]] - R
[[Image:NGC 7048.jpg|thumb|left|100px]] - S
[[Image:HST NGC 5728 -O III- emission-line image.jpg|thumb|left|100px]] - T
a Craters of the Moon volcano { L (i) }.
violet image of Venus { Q (i) }.
active galactic nuclear region of NGC 5728 { T (i) }.
cosmic-ray bombardment of the Moon's surface { N (i) }.
blue lights from Io { R (i) }.
neutrino profile of the solar octant { O (i) }.
planetary nebula NGC 7048 { S (i) }.
ultraviolet image of the Earth { P (i) }.
a neutron star in a binary system { M (i) }.
{{clear}}

{Which of the following are theoretical radiation astronomy phenomena associated with a laboratory on Earth?
|type=&quot;[]&quot;}
+ a core which emits neutrinos
+ a charged particle wind which emanates out of a beam line
+ gravity
+ near the barycenter for the Earth-Moon system
+ swirls of tan, green, blue, and white in the water
+ electric arcs
- chlorophyll-containing phytoplankton aloft in the upper atmosphere

{True or False, Star clusters have been discovered to occur outside a galaxy.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{When the Earth is viewed from space using X-ray astronomy what characteristic is readily observed?
|type=&quot;()&quot;}
- the magnetic north pole
- the Hudson Bay meteorite crater
- the South Atlantic Anomaly
- the Bermuda Triangle
- solar positron events
+ electrons striking the ionosphere

{Complete the text:
|type=&quot;{}&quot;}
Match up the item letter with each of the possibilities below:
Hydrogen - H, or D
Helium - He
Lithium - Li
Beryllium - Be
Boron - B
Carbon - C
Nitrogen - N
Oxygen - O
Fluorine - F
Neon - Ne
consumed in chromosphere fusion to produce lithium and neutrinos { Be (i) }.
isotope fusion in the chromosphere producing neutrinos { He (i) }
fusion in the chromosphere producing the most neutrinos { H|D (i) }.
a factor of ~200 below meteorite abundance in the Sun's photosphere { Li (i) }.
detected with X-rays on the Moon { O (i) }.
an organic form detected in Allan Hills 84001 probably from Mars { C (i) }.
detected marginally on Venus with Chandra { N (i) }.
found in the X-ray spectra of comets { Ne (i) }.
consumed to produce beryllium and neutrinos { B (i) }.
a surface impurity on meteorites { F (i) }.

{Which of the following are X-ray astronomy phenomena associated with an entity?
|type=&quot;[]&quot;}
+ a thermal plasma mechanism
+ a close binary
+ synchrotron radiation
+ high-density wind extinction
- a polar diameter that exceeds ever so slightly the equatorial diameter at solar cycle minimum
+ super soft X-rays
+ hot active regions with temperatures hot enough to fuse hydrogen
- sunspots at the feet of coronal loops

{Complete the text:
|type=&quot;{}&quot;}
Whether the thermal IGM is { collisional (i) } or collisionless at scales smaller than the  { Coulomb (i) } scale depends on the effect of reduced { mean free path (i) } that is mediated by the plasma { instabilities (i) }.

{True or False, According to Hesiod's Theogony, Uranus was conceived by Gaia alone, but other sources cite Aether as his father.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Which phenomena are associated with the heliosphere?
|type=&quot;[]&quot;}
+ a region of space where the interstellar medium is blown away by the solar wind
+ a bubble in space
+ virtually all the material emanates from the Sun itself
- Voyager 2
+ Voyager 1
+ the termination shock

{Spiral galaxies have which of the following in common?
|type=&quot;[]&quot;}
+ spiral arms
- a spheroidal shape
- may appear lenticular
- is irregular
+ arms of younger stars
+ may contain star clusters
+ dust lanes

{True or False, The distribution of gamma-ray bursts is tetratropic.
|type=&quot;()&quot;}
- TRUE
+ FALSE

{Which of the following are cold dark matter gamma rays?
|type=&quot;[]&quot;}
+ expected signal comparable to background
+ annihilation radiation
- a pronounced cosmic-ray halo
+ difficult to separate from a dark halo
+ dwarf spheroidals
- weakly interacting massless particles

{Complete the text:
|type=&quot;{}&quot;}
Match up the imaging system letter with the image possibilities below:
Compton Gamma Ray Observatory (EGRET) - A
XMM Newton - B
Fermi Gamma-ray Space Telescope - C
Lunar Orbiter Gamma-Ray Spectrometer - D
BATSE - E
Mars Odyssey GRS - F
GLAST - G
Swift (X-ray/Gamma-ray mission) - H
[[Image:PIA04256 Map of Martian Silicon at Mid-Latitudes.jpg|thumb|left|100px]] { F (i) }
[[Image:Geminga-1.jpg|thumb|left|100px]] { B (i) }.
[[Image:Moon egret.jpg|thumb|left|100px]] { A (i) }.
[[Image:GRB 080319B.jpg|thumb|left|100px]] { H (i) }.
[[Image:Antimatter Explosions.ogv|thumb|left|100px]] { C (i) }.
[[Image:267641main allsky labeled HI.jpg|thumb|left|100px]] { G (i) }.
[[Image:7107.tnl.jpg|thumb|left|100px]] { E (i) }.
[[Image:Moonthorium-med.jpg|thumb|left|100px]] { D (i) }.
{{clear}}

{Which of the following is not in the history of neutrino astronomy?
|type=&quot;()&quot;}
- Enrico Fermi coined the term &quot;neutrino&quot;
+ Wolfgang Pauli postulated the muon neutrino
- in the Cowan–Reines neutrino experiment, antineutrinos are created
- a hydrogen bubble chamber was used to detect neutrinos 
- Niels Bohr was opposed to the neutrino interpretation of beta decay 
- a neutrino hitting a proton is detectable

{The extent of the Hα absorption trough along the major axes of quenched spirals is what?
|type=&quot;()&quot;}
+ more truncated than the distribution of the Hα emission line for H I deficient galaxies
- contributed to by the new stellar population
- less truncated than the distribution of the Hα emission line for H I deficient galaxies
- due to the quenching
- disks building up from the outside in

{Complete the text:
|type=&quot;{}&quot;}
Match up the item letter with each of the first astronomical source possibilities below:
Meteors - A
Cosmic rays - B
Neutrons - C
Protons - D
Electrons - E
Positrons - F
Gamma rays - G
Superluminals - H
cosmic rays { C|D (i) }
galactic nuclei { H (i) }.
comets { A (i) }.
electron-positron annihilation { G (i) }.
weak force nuclear decay { F (i) }.
AGNs { B (i) }.
511 keV photon pair production { E (i) }.
solar wind { D (i) }.

{Which of the following are X-ray astronomy phenomena that may be associated with Saturn?
|type=&quot;[]&quot;}
+ X-radiation concentrated near equator
+ reflection of solar X-rays
- aurora
+ stronger than expected reflected solar X-rays
- X-rays from rings
- diffuse X-ray background
+ soft X-ray emission
+ fluorescence of solar X-rays

{Complete the text:
|type=&quot;{}&quot;}
Match up the type of Sun system astrogony with each of the possibilities below:
Babylonian epic story of creation - A
a primordial or first Greek god - B
the primeval chaos - C
creation of heaven and earth - D
Greek god personifying the sky - E
Cronus (Saturn) castrating his father - F
separation of the waters by a firmament { D (i) }.
Chaos magno { B (i) }.
Uranus { F (i) }.
watery abyss { C (i) }.
''Ouranos'' { E (i) }
Enuma Elish { A (i) }.

{True or False,  The observations of planetary motion agree with computed orbits to the accuracy of the observations.
|type=&quot;()&quot;}
- TRUE
+ FALSE

{[[Image:Spiral Galaxy M100.jpg|thumb|right|100px]] The galaxy image at the right has approximately which type of rotational symmetry?
|type=&quot;()&quot;}
- one-fold - ⊙
+ two-fold - ⊖
- three-fold - ▲
- four-fold - ◈
- five-fold - ✪
- six-fold - ✱

{True or False, Neutrinos emanate from a neutron star because an atomic nucleus the size hypothesized for a neutron star is unstable and the neutrons decompose giving off neutrinos.
|type=&quot;()&quot;}
- TRUE
+ FALSE

{Complete the text:
|type=&quot;{}&quot;}
Match up the object viewed in the ultraviolet with its image:
Sun's chromosphere- L
calcite - M
Venus - N
Jupiter's aurora - O
Jupiter - P
Io - Q
Saturn - R
Betelgeuse - S
Mira - T
LAB-1 - U
Messier 101 - V
[[Image:STEREO B EUVI 171.jpg|thumb|left|100px]] { L (i) }.
[[Image:Opo9913e.jpg|thumb|left|100px]] { Q (i) }.
[[Image:Mira the star-by Nasa alt crop.jpg|thumb|left|100px]] { T (i) }.
[[Image:Venuspioneeruv.jpg|thumb|left|100px]] { N (i) }.
[[Image:Aurora Saturn.jpg|thumb|left|100px]] { R (i) }.
[[Image:Jupiter.Aurora.HST.UV.jpg|thumb|left|100px]] { O (i) }.
[[Image:Lyman-alpha blob LAB-1.jpg|thumb|left|100px]] { U (i) }
[[Image:Betelgeuse star hubble-580x580.jpg|thumb|left|100px]] { S (i) }.
[[Image:Hubble Space Telescope Image of Fragment BDGLNQ12R Impacts.jpg|thumb|left|100px]] { P (i) }.
[[Image:Calcite LongWaveUV HAGAM.jpg|thumb|left|100px]] { M (i) }.
[[Image:M101 UIT.gif|thumb|left|100px]] { V (i) }.
{{clear}}

{The relative abundances of solar cosmic rays reflect those of the solar
|type=&quot;{}&quot;}
{ photosphere (i) }

{Which of the following are characteristic of solar proton astronomy?
|type=&quot;[]&quot;}
+ the solar wind
+ polar coronal holes
+ protons originating from the photosphere
- the electron neutrino
+ GOES 11
- neutrons

{Complete the text:
|type=&quot;{}&quot;}
Match up the item letter with each of the possibilities below:
Interstellar comet - A
Neutrals - B
Geminga - C
star formation region - D
Local Hot Bubble - E
H II regions  - F
Ring Nebula - G
molecular cloud - H
supernova remnant - I
Messier 17 - J
empty space - K
[[Image:M57 The Ring Nebula.JPG|thumb|left|100px]] { G (i) }.
[[Image:Ngc1999.jpg|thumb|left|100px]] { K (i) }.
[[Image:Geminga-1.jpg|thumb|left|100px]] { C (i) }.
[[Image:Star-forming region.jpg|thumb|left|100px]] { F (i) }.
[[Image:Local_bubble.jpg|thumb|left|100px]] { E (i) }.
[[[[Image:NGC2080.jpg|thumb|left|100px]] { I (i) }.
[[Image:The star formation region NGC 6559.jpg|thumb|left|100px]] { D (i) }.
[[Image:Mira the star-by Nasa alt crop.jpg|thumb|left|100px]] { A (i) }.
[[Image:ESO- Stellar Nursery-M 17-Phot-24a-00-normal.jpg|thumb|left|100px]] { J (i) }.
[[Image:Molecular.cloud.arp.750pix.jpg|thumb|left|100px]] { H (i) }.
[[Image:484684main 1 AP IBEX combined 1.74.jpg|thumb|left|100px]] { B (i) }.
{{clear}}

{Pick the characteristics of a gamma-ray burst.
|type=&quot;[]&quot;}
- a strong 2.223 MeV emission line
+ flashes of gamma rays
+ associated with extremely energetic explosions
+ most luminous events known
+ can last from ten milliseconds to several minutes
+ followed by a longer-lived &quot;afterglow&quot;

{Which of the following radiation phenomena are associated with the ultraviolet?
|type=&quot;[]&quot;}
+ He II lines
+ B I line
+ Be II lines
+ carbon III line
- Hβ emission
+ oxygen O I lines

{Do we know enough about the intergalactic medium to trust measurements of background sources seen through foreground
|type=&quot;{}&quot;}
{ structure (i) }?

{True or False, Violet astronomy is the radiation astronomy over the wavelength band 380-450 nm.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Which of the following is characteristic of the scattered disc
|type=&quot;[]&quot;}
+ a distant region of the solar system
+ the dwarf planet Eris
+ orbital eccentricites ranging up to 0.8
- inclinations as high as 50°
+ perihelia greater than 30 AU
+ Dysnomia

{The point where the interstellar medium and solar wind pressures balance is called the
|type=&quot;{}&quot;}
{ heliopause (i) }

{Hydrogen has emission lines in which of the following colors?
|type=&quot;[]&quot;}
+ violet
- blue
+ cyan
- green
- yellow
- orange
+ red

{True or False, Ultraviolet observations by Mariner 10 of Mercury provided evidence for the presence of H and He in the atmosphere.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Complete the text:
|type=&quot;{}&quot;}
Match up the item letter with each of the possibilities below:
Balloons - A
Sounding rockets - B
Aircraft assisted launches - C
Orbital rocketry - D
Shuttle payload - E
Heliocentric rocketry - F
Exploratory rocketry - G
Lunar rover - H
Ranger 5 { F (i) }
microcalorimeter arrays { B (i) }.
MeV Auroral X-ray Imaging and Spectroscopy { A (i) }.
Lunokhod 2 { H (i) }.
ALEXIS { C (i) }.
Ulysses { G (i) }.
Broad Band X-Ray Telescope { E (i) }.
Solar Heliospheric Observatory { D (i) }.

{A cloud at nearly a quarter of the distance to Proxima Centauri is called the
|type=&quot;{}&quot;}
{ Oort cloud (i) }

{Complete the text:
|type=&quot;{}&quot;}
Match up the violet or violet containing image with the object letter:
Sun - A
Venus - B
Earth - C
Moon - D
Mars - E
Jupiter - F
Ganymede - G
Io - H
Saturn - I
Dione - J
Titan - K
Uranus - L
Ariel - M
Miranda - N
Triton - O
Eta Carinae - P
NGC 5584 - Q
[[Image:Miranda3.jpg|thumb|left|100px]] { N (i) }.
[[Image:Titan's Halo PIA07774.jpg|thumb|left|100px]] { K (i) }.
[[Image:Triton's Cryovulcan.jpg|thumb|left|100px]] { O (i) }.
[[Image:Dione color.jpg|thumb|left|100px]] { J (i) }.
[[Image:Voyager 2 - Saturn - 3115 7854 2.png|thumb|left|100px]] { I (i) }.
[[Image:Mars violet sky.jpg|thumb|left|100px]] { E (i) }.
[[Image:Phot-16-07.jpg|thumb|left|100px]] { Q (i) }.
[[Image:Vg1 1567237.tiff|thumb|left|100px]] { F (i) }.
[[Image:Eta Carinae.jpg|thumb|left|100px]] { P (i) }.
[[Image:PIA00072.jpg|thumb|left|100px]] { B (i) }.
[[Image:Iosurface gal.jpg|thumb|left|100px]] { H (i) }.
[[Image:Uranus rings.png|thumb|left|100px]] { L (i) }.
[[Image:Moon1 gal big.gif|thumb|left|100px]] { D (i) }.
[[Image:Ganymede-moon.jpg|thumb|left|100px]] { G (i) }
[[Image:Clements Mountain NPS.jpg|thumb|100px|left]] { C (i) }.
[[Image:Blueberrysun friedman 1296.jpg|thumb|left|100px]] { A (i) }.
[[Image:Ariel color PIA00041.jpg|thumb|left|100px]] { M (i) }.
{{clear}}

{True or False, Hematite occurs as a blue to bluish-gray mineral on Mars.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Phenomena associated with some brown dwarfs are which of the following?
|type=&quot;[]&quot;}
+ lithium
+ a temperature well below the stellar range
+ methane absorption
+ the lithium test
+ X-rays
+ T dwarfs

&lt;/quiz&gt;

==Hypotheses==
{{main|Hypotheses}}
# Proposing several state-of-the-art, or science, original research projects for which funding is likely may be a good way to recruit students.

==See also==
{{col list|3|
* [[Astronomy/Quiz]]
* [[Green astronomy/Quiz]]
* [[Planetary science/Quiz]]
* [[Radiation astronomy/Courses/Principles/Hourly 1]]
* [[Radiation astronomy/Courses/Principles/Hourly 3]]
* [[Radiation chemistry/Quiz|Radiation astrochemistry/Quiz]]
* [[Radiation geography/Quiz|Radiation astrogeography/Quiz]]
* [[Radiation history/Quiz|Radiation astrohistory/Quiz]]
* [[Radiation astronomy/Quiz]]
* [[Theoretical radiation astronomy/Quiz]]
}}

==External links==
* [http://www.iau.org/ International Astronomical Union]
* [http://nedwww.ipac.caltech.edu/ NASA/IPAC Extragalactic Database - NED]
* [http://nssdc.gsfc.nasa.gov/ NASA's National Space Science Data Center]
* [http://www.adsabs.harvard.edu/ The SAO/NASA Astrophysics Data System]
* [http://cas.sdss.org/astrodr6/en/tools/quicklook/quickobj.asp SDSS Quick Look tool: SkyServer]
* [http://simbad.u-strasbg.fr/simbad/ SIMBAD Astronomical Database]
* [http://simbad.harvard.edu/simbad/ SIMBAD Web interface, Harvard alternate]
* [http://nssdc.gsfc.nasa.gov/nmc/SpacecraftQuery.jsp Spacecraft Query at NASA]
* [http://heasarc.gsfc.nasa.gov/cgi-bin/Tools/convcoord/convcoord.pl Universal coordinate converter]

&lt;!-- footer templates --&gt;
{{Principles of radiation astronomy}}{{tlx|Radiation astronomy resources}}{{Sisterlinks|Radiation astronomy}}

&lt;!-- categories --&gt;
[[Category:Astrophysics quizzes]]
[[Category:Radiation astronomy quizzes]]
[[Category:Radiation quizzes]]
[[Category:Resources last modified in February 2020]]</text>
      <sha1>m6nn1h3dc49vbnk75e2wpjg2vispdq3</sha1>
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  </page>
  <page>
    <title>Radiation astronomy/Courses/Principles/Midterm quiz</title>
    <ns>0</ns>
    <id>157093</id>
    <revision>
      <id>2408465</id>
      <parentid>2146708</parentid>
      <timestamp>2022-07-21T21:12:41Z</timestamp>
      <contributor>
        <username>Huntster</username>
        <id>47528</id>
      </contributor>
      <minor />
      <comment>([[c:GR|GR]]) [[c:COM:Duplicate|Duplicate]]: [[File:Messier 105.jpg]] → [[File:M105 (37482401952).jpg]] Exact or scaled-down duplicate: [[c::File:M105 (37482401952).jpg]]</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="93850" xml:space="preserve">[[Image:Dark matter simulation.jpg|thumb|right|250px|These computer simulations show a swarm of dark matter clumps around our Milky Way galaxy. Credit: NASA, ESA, and T. Brown and J. Tumlinson (STScI).]]
'''[[Principles of radiation astronomy]]''' is a course of forty-eight lectures, sixteen mini-lectures for quiz sections, three ''hourly'' quizzes that are timed at an hour, a mid-term that covers the first half of the course, and a final which covers everything in the course. This is the mid-term quiz. It covers the first twenty-four lectures, the first eight mini-lectures, problem sets, lessons, and laboratories, except where noted in the course [[Principles of Radiation Astronomy/Syllabus|syllabus]].

You are free to take this quiz based on these at any time.

To improve your score, read and study the lectures and the rest, the links contained within, listed under [[Radiation astronomy/Courses/Principles/Midterm quiz#See also|'''See also''']], [[Radiation astronomy/Courses/Principles/Midterm quiz#External links|'''External links''']], and in the {{tlx|principles of radiation astronomy}} template. This should give you adequate background to get 100 %.

As a &quot;learning by doing&quot; resource, this quiz helps you to assess your knowledge and understanding of the information, and it is a quiz you may take over and over as a learning resource to improve your knowledge, understanding, test-taking skills, and your score.

'''Suggestion:''' Have the lecture available in a separate window.

To master the information and use only your memory while taking the quiz, try rewriting the information from more familiar points of view, or be creative with association.

The quiz is timed at 3 hours.

Enjoy learning by doing!
{{clear}}

==Quiz==

&lt;quiz&gt;

{Yes or No, A calculation of energy is not possible unless a mass is involved.
|type=&quot;()&quot;}
+ Yes
- No

{Complete the text:
|type=&quot;{}&quot;}
Bombardment by protostellar { cosmic rays (i) } may make the rock { precursors (i) } of calcium-aluminum-rich inclusions { CAIs (i) } and chondrules radioactive, producing { radionuclides (i) } found in meteorites that are difficult to obtain with other mechanisms.

{Complete the text:
|type=&quot;{}&quot;}
At the high end of the proton energy spectrum (above ≈ 10&lt;sup&gt;18&lt;/sup&gt; eV) the  { Larmor (i) } radius deflection becomes { small (i) } enough that proton astronomy becomes { possible (i) }.

{Which of the following may be characteristic of magnetohydrodynamics?
|type=&quot;[]&quot;}
+ driven by current gradients
- neutral atoms
+ closed tube loops
+ twisted flux
+ open field lines
+ synchrotron radiation

{True or False, Van Allen radiation belt electrons are constantly removed by collisions with atmospheric neutrals, losses to the magnetopause, and outward radial diffusion.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Complete the text:
|type=&quot;{}&quot;}
Match up the type of cosmic-ray detector with each of the possibilities below:
visible tracks - A
diffusion cloud chamber - B
bubbles - C
a grid of uninsulated electric wires - D
similar to the Haverah Park experiment - E
fluorescence detectors - F
spark chamber { D (i) }.
continuously sensitized to radiation { B (i) }.
Pierre Auger Observatory { F (i) }.
bubble chamber { C (i) }.
Cherenkov detector { E (i) }
expansion cloud chamber { A (i) }.

{Complete the text:
|type=&quot;{}&quot;}
An X-ray binary star exhibiting periodic and rapid increases in luminosity (typically a factor of 10 or greater) peaked in the X-ray regime is called an { X-ray burster (i) }.

{Which of the following may be a type of X-ray binary?
|type=&quot;[]&quot;}
- a dwarf planet
- a member of the Oort belt
+ a soft X-ray transient
- the polar regions (North and South) of Jupiter
+ an X-ray burster
+ Hercules X-1
+ an X-ray emitting Be star

{[[Image:Spiral Galaxy M100.jpg|right|100px]] The galaxy image at the right has approximately which type of rotational symmetry??
|type=&quot;()&quot;}
- one-fold - ⊙
+ two-fold - ⊖
- three-fold - ▲
- four-fold - ◈
- five-fold - ✪
- six-fold - ✱
{{clear}}

{True or False, Super soft X-ray sources have been detected in the Magellanic clouds.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Complete the text:
|type=&quot;{}&quot;}
A non-SI unit of spectral X-ray flux density is called the { Jansky (i) }.

{The generalization to self-gravitating continua is outlined focused on the classification problem of singularities and metamorphoses arising in the
|type=&quot;{}&quot;}
{ density field (i) }.

{Which of the following may be characteristic of a universe?
|type=&quot;[]&quot;}
+ an origin
+ singularity
+ chaos
+ aether
+ local steady-state
+ uncountability
+ irrational numbers

{True or False, The ''flux density'' or ''monochromatic flux'', &lt;math&gt;S&lt;/math&gt;, of a source is the integral of the spectral radiance, &lt;math&gt;B&lt;/math&gt;, over the source solid angle:

&lt;math&gt;S = \iint_{\mathrm{source}} B(\Omega)\mathrm{d}\Omega = \iint_{\mathrm{source}}  B(\theta,\phi)\sin\theta\,d\theta\,d\varphi&lt;/math&gt;.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Which of the following is not a characteristic of a laboratory?
|type=&quot;()&quot;}
- catching a beam
+ one more degree of freedom than can be measured or controlled
- it may appear as a dome over a small portion of the Earth your standing on
- impervious to some traveling rays
- a secondary-object hazard

{True or False, Although the Earth's field is generally well approximated by a magnetic dipole with its axis near the rotational axis, there are occasional dramatic events where the North and South geomagnetic poles trade places.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Which of the following are characteristic of geomagnetic polar reversals?
|type=&quot;[]&quot;}
+ the longer the period for reversal the longer the surface irradiation
+ the ionosphere seems to reach the surface
+ life-forms may suffer from radiation sickness
- asteroids may strike the Earth that otherwise would not
- the rotation of the Earth slows to a halt
- poles of ice completely melt

{Ionization within the Earth's atmosphere from cosmic rays has what property?
|type=&quot;()&quot;}
- it's subject to solar eclipses
- it increases underwater
- cosmic rays do not penetrate the atmosphere
- is higher at the base of the Eiffel tower rather than the top
- is obscured by hot-air balloons
+ the ionization rate rises at rising elevation

{[[Image:NGC 2788A.jpg|thumb|right|100px]] True or False, The galaxy image at right, NGC 2788A is a likely first neutron source in Volans.
|type=&quot;()&quot;}
- TRUE
+ FALSE

{Which of the following appear to be true for galaxy symmetry?
|type=&quot;[]&quot;}
+ a galaxy may have an axis of rotation that is one-fold
+ a galaxy may appear as a left-handed or right-handed helix even though mostly planar rather than helical
+ a galaxy may appear to have a two-fold axis of rotation
- a galaxy may appear to have a five-fold axis of rotation with two arms on one side and three on the other
+ a galaxy may appear to have a three-fold axis of rotation
- a galaxy may appear to have a four-fold axis of rotation with a different number of arms in each quadrant
+ a galaxy may appear to have a six-fold axis of rotation

{Complete the text:
|type=&quot;{}&quot;}
The three key parameters of a { periodic (i) } waveform are its { amplitude|volume (i) }, { phase|timing (i) } and its { frequency|pitch (i) }.

{True or False, Theorists try to generate or modify models to take into account new data.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{A possible solution to the discrepancy between the Spite plateau abundance and the predicted value of the primordial lithium abundance is lithium depletion through?
|type=&quot;{}&quot;}
{ atomic diffusion|diffusion (i) }

{True or False, Neutrinos emanate from a neutron star because an atomic nucleus the size hypothesized for a neutron star is unstable and the neutrons decompose giving off neutrinos.
|type=&quot;()&quot;}
- TRUE
+ FALSE

{Complete the text:
|type=&quot;{}&quot;}
Some neutrinos originating from the Sun may be produced by the { particle accelerator-type (i) } reactions occurring in and above the { chromosphere (i) }. Differentiating these coronal cloud-induced neutrinos from the neutrino background and those theorized to be produced within the { core (i) } of the Sun may someday be possible with neutrino astronomy.

{Which of the following is not a characteristic of X-rays associated with neutron stars?
|type=&quot;()&quot;}
- X-ray jets
- X-ray binary
+ emission peaks indicative of neutron decay
- X-ray burster
- a low-mass X-ray binary

{Complete the text:
|type=&quot;{}&quot;}
Distance moduli have been estimated for NGC 6946 using its brightest { blue (i) } stars and its { HII (i) } ring.

{True or False, The hot ionized medium (HIM) consists of a coronal cloud which emits X-rays.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Complete the text:
|type=&quot;{}&quot;}
Match up the item letter with each of the possibilities below:
sources - A
339 - B
satellite - C
earlier designation - D
actual observation dates - E
4U - F
The catalog contains how many? { B (i) } Prefix for sources detected during the final observation period { F (i) }. The fourth is a catalog of X-ray { A (i) }. Uhuru was a { C (i) }. The catalog does not necessarily contain the { D (i) }. It does not contain { E (i) }.

{Complete the text:
|type=&quot;{}&quot;}
{ No (i) } publication in print contains the identification of all of the first X-ray sources discovered for each of the 88 (or 89) constellations.

{Which of the following are radiation astronomy phenomena associated with the rocky-object Io?
|type=&quot;[]&quot;}
+ surface regions reflecting or emitting violet or purple
- an excess brightness at or near the edge
+ red regions that may be phosphorus
- neutron emission
- polar coronal holes
+ meteor emission
- rotation

{Complete the text:
|type=&quot;{}&quot;}
Match up the item letter with each of the possibilities below:
Intracluster medium - A
Mayall's object - B
M82 PAHs - C
Milky Way bubbles - D
Local Hot Bubble - E
Stephan's Quintet  - F
UGC 8335 - G
Arp 272 - H
[[Image:Hubble Interacting Galaxy UGC 8335 (2008-04-24).jpg|thumb|left|100px]] { G (i) }
[[Image:Outflow from M82 galaxy.jpg|thumb|left|100px]] { C (i) }.
[[Image:Stephan's Quintet with annotation.jpg|thumb|left|100px]] { F (i) }.
[[Image:Local_bubble.jpg|thumb|left|100px]] { E (i) }.
[[Image:800 nasa structure renderin2.jpg|thumb|left|100px]] { D (i) }.
[[Image:A2199 Xray Optical2.jpg|thumb|left|100px]] { A (i) }.
[[Image:Hubble Interacting Galaxy NGC 6050 (2008-04-24).jpg|thumb|left|100px]] { H (i) }.
[[Image:Hubble Interacting Galaxy Arp 148 (2008-04-24).jpg|thumb|left|100px]] { B (i) }.
{{clear}}

{True or False, The 35 astronomical X-ray sources detected by sounding rocket in 1967 was accomplished by the X-ray astronomy group at NRL.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Which of the following is not a characteristic of theoretical X-radiation astronomy?
|type=&quot;()&quot;}
- a theory for any natural X-ray source
+ X-ray generation
- theoretical X-ray emission
- analytical models
- computational numerical simulations

{Which of the following are astronomical observatory phenomena associated with gamma-ray astronomy?
|type=&quot;[]&quot;}
+ 20 MeV electromagnetic radiation
+ the Second Small Astronomy Satellite (SAS-2)
- micrometre-sized interstellar meteor particles
- neutron irradiation
+ GRBs
- meteor orbits
+ thorium on the Moon

{True or False, It has recently been suggested by Cane et al. 2002 that a class of type III solar radio bursts, called type III-l, is reliably associated with intense solar energetic particle (SEP) events.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Complete the text:
|type=&quot;{}&quot;}
Match up the item letter with each of the possibilities below:
Sun - A
Mercury - B
Venus - C
Earth - D
Comets - E
Mars - F
Jupiter - G
Saturn - H
Auroral currents on the order of 10&lt;sup&gt;6&lt;/sup&gt; Amps { G (i) }
Fluorescent radiation from oxygen at ~130 km above the surface { C (i) }.
Faint halo of X-rays extending out some 7,000 km { F (i) }.
Solar wind lighting up with X-rays { E (i) }.
Bright X-ray arcs at low energy { D (i) }.
Major source of hard X-rays { A (i) }.
X-ray emission concentrated near the equator { H (i) }.
Low surface iron content in minerals { B (i) }.

{Object identification:
|type=&quot;{}&quot;}
What &quot;mystery object&quot; made a sudden appearance on February 21, 2006, and was observed to have an X-ray glow around it by the X-ray observatory satellite XMM Newton in early August 2006? { SCP 06F6 (i) }

{Which of the following are X-radiation astronomy phenomena associated with the Sun?
|type=&quot;[]&quot;}
- a core which emits neutrinos
- a solar wind which emanates out the polar coronal holes
- gravity
- the barycenter for the solar system
- polar coronal holes
+ coronal clouds
- its position
+ temperatures at or above 1 MK

{True or False, The symbol &lt;math&gt;\odot&lt;/math&gt; may represent early Saturn.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Complete the text:
|type=&quot;{}&quot;}
An astronomical X-ray source may have one or more { positional|position (i) } locations, plus associated { error (i) } circles or { boxes (i) }, from which { incoming (i) } X-radiation has been { detected|detectable (i) }.

{Which of the following appear to be true for NGC 6946?
|type=&quot;[]&quot;}
- a core which emits neutrinos
+ a face-on galaxy
+ a spiral galaxy
+ two-fold rotational symmetry
+ three spiral arms on each side
+ galaxy type Sab
- no HII rings
+ approximately 23 million light years away

{True or False, X-rays span approximately three decades in wavelength, frequency, and energy.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Which of the following is not a characteristic of radiation sensitivity?
|type=&quot;()&quot;}
- susceptibility
+ a material inert to change
- physical changes from radiation
- chemical changes by radiation
- radiation induced change to a material

{Complete the text:
|type=&quot;{}&quot;}
Match up the item letter with each of the possibilities below:
Sa - A
Sb - B
Sc - C
SBa - D
SBb - E
SBc - F
Irr - G
S0 - H
[[Image:M101 hires STScI-PRC2006-10a.jpg|thumb|left|100px]] { C (i) }.
[[Image:File-Ngc5866 hst big.png|thumb|left|100px]] { H (i) }.
[[Image:M104 - Sombrero.jpg|thumb|left|100px]] { A (i) }.
[[Image:Starburst in NGC 4449 (captured by the Hubble Space Telescope).jpg|thumb|left|100px]] { G (i) }.
[[Image:NGC 7479 HST.jpg|thumb|left|100px]] { F (i) }.
[[Image:NGC2841.jpg|thumb|left|100px]] { B (i) }.
[[Image:The VLT goes lion hunting.jpg|thumb|left|100px]] { E (i) }.
[[Image:NGC 2859.jpg|thumb|left|100px]] { D (i) }.
{{clear}}

{Which of the following are associated with the big bang neutrinos?
|type=&quot;[]&quot;}
- a launch location
+ relic neutrinos
+ of order of the photon density
+ the thermal energy at which neutrinos decouple
+ neutrinos dynamically dominate baryons
- a contracting universe

{True or False, To reflect at the 79 keV level, glass layers are multi-coated with W/SiC.
|type=&quot;()&quot;}
- TRUE
+ FALSE

{Which of the following are green radiation astronomy phenomena associated with the Sun?
|type=&quot;[]&quot;}
+ the color of the upper rim as seen from Earth
+ an excess brightness at or near the edge of the Sun
+ the iron XIV green line
- neutron emission
+ polar coronal holes
- meteor emission
+ changes in the line-blanketing

{X-ray emission dividing lines may be explained by low transition region densities leading to low emission in?
|type=&quot;{}&quot;}
{ coronae (i) }

{True or False, A more extensive galaxy classification scheme starting from the Hubble scheme indicates that an Sab galaxy is approximately in between Sa and Sb.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Which of the following is associated with the Sun as a possible first X-ray source?
|type=&quot;[]&quot;}
+ lofting an X-ray detector with a V-2 rocket from White Sands Proving Grounds on August 5, 1948
+ in the late 1930s, &quot;the presence of a very hot, tenuous gas surrounding the Sun ... was inferred indirectly from optical coronal lines of highly ionized species&quot;
- early theoretical estimates of black body radiation from the solar corona
- “extensive 1/4 keV emission in the Galactic halo”
- its overall redness has decreased
- ionizing radiation that may originate deep within the Sun does not reach the bottom of a sunspot

{Sprial galaxies have which of the following in common?
|type=&quot;[]&quot;}
+ spiral arms
- a spheroidal shape
- may appear lenticular
- is irregular
+ arms of younger stars
+ may contain star clusters
+ dust lanes

{Complete the text:
|type=&quot;{}&quot;}
While exceptions may occur, match up the star class letter with each of the X-ray possibilities below:
star class - O
star class - B
star class - A
star class - F
star class - G
star class - K
star class - M
''L''&lt;sub&gt;X&lt;/sub&gt; &gt;&gt; ''L''&lt;sub&gt;v&lt;/sub&gt; { M (i) }.
constant X-ray luminosity across the class { B (i) }
independent of visual luminosity { F (i) }.
''L''&lt;sub&gt;X&lt;/sub&gt; ~ 10&lt;sup&gt;-3&lt;/sup&gt;''L''&lt;sub&gt;bol&lt;/sub&gt; { G (i) }.
abrupt onset of X-ray emission across the class { A (i) }.
''L''&lt;sub&gt;X&lt;/sub&gt; ~ 10&lt;sup&gt;-7&lt;/sup&gt;''L''&lt;sub&gt;bol&lt;/sub&gt; { O (i) }.
''L''&lt;sub&gt;X&lt;/sub&gt; &lt;&lt; 10&lt;sup&gt;-3&lt;/sup&gt;''L''&lt;sub&gt;bol&lt;/sub&gt; { K (i) }.

{Which of the following are X-radiation astronomy phenomena associated with the NuSTAR spacecraft?
|type=&quot;[]&quot;}
+ hard X-ray detectors
+ CdZnTe pixel detectors
+ CsI anti-coincidence shield
- windowless &lt; 3 keV soft X-ray detectors
+ 1.5&quot; strong source positioning
+ 2 µs X-ray temporal resolution
+ 900 eV at 68 keV spectral resolution
+ FOV at 68 keV of 6'

{True or False, The NuSTAR observatory has a 10.14 m instrument focal length for its Wolter I telescopes.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Which of the following are characteristic of solar green astronomy?
|type=&quot;[]&quot;}
+ limb faculae
+ polar coronal holes
+ black body temperature of the photosphere
- the electron neutrino
+ iron (Fe XIV) green line
- neutrons

{True or False, A proton and neutron will have lower energy when their spins are anti-parallel, not parallel.
|type=&quot;()&quot;}
- TRUE
+ FALSE

{A collimated stream, spurt or flow of liquid or gas or plasma in a narrow cone of particles?
|type=&quot;{}&quot;}
{ jet|a jet (i) }

{Which of the following is not a characteristic of outer space?
|type=&quot;()&quot;}
- gaseous pressure much less than atmospheric pressure
- similar to a laboratory vacuum
+ free space
- imperfect vacuum
- partial vacuum

{That part of outer space between planets and their star(s) is called the?
|type=&quot;{}&quot;}
{ interplanetary medium (i) }

{Which of the following are characteristic of QED vacuum?
|type=&quot;[]&quot;}
+ fluctuations
+ no photons
+ no matter particles
+ relative permittivity
+ relative permeability

{Which of the following are characteristic of the first true astrophysical gamma-ray source?
|type=&quot;[]&quot;}
+ a strong 2.223 MeV emission line
+ a solar flare
+ the formation of deuterium
- the electron neutrino
+ OSO-3
+ neutrons

{Complete the text:
|type=&quot;{}&quot;}
X-ray astronomy consists of three fundamental parts: 1. { logical laws (i) } with respect to incoming X-rays, or X-radiation, 2. { natural X-ray sources (i) },  and 3. the { sky (i) } and associated { realms (i) } with respect to X-rays.

{True or False, The weak speed of a charged particle can exceed the speed of light.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Which of the following are characteristic of positronium?
|type=&quot;[]&quot;}
+ an exotic atom
- a nucleus of neutronium
- a decay product of a neutron
- a weak interaction 
+ an eletromagnetic interaction 
+ a center of mass

{True or False, α Phe is a likely positron source in the constellation Pictor.
|type=&quot;()&quot;}
- TRUE
+ FALSE

{The first astronomical X-ray source in the constellation Dorado is likely to be which of the following?
|type=&quot;()&quot;}
- the Sun
- the Small Magellanic Cloud
- Scorpius X-1
+ the Large Magellanic Cloud
- the Crab Nebula

{Which of the following may supply power into the Crab Nebula?
|type=&quot;[]&quot;}
+ an outflowing wind
- particles into the pulsar
+ particles from the pulsar
+ electrons and positrons in the wind
+ particles coming out of the pulsar very close to light speed

{True or False, The infrared spectra of olivine and enstatite are essentially unchanged after proton bombardment.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{A first X-ray source located roughly 9000 light years away in the constellation Scorpius is
|type=&quot;{}&quot;}
{ Scorpius X-1 | Sco X-1 (i) }

{True or False, Terrestrial gamma-ray flashes pose a challenge to current theories of lightning, especially with the discovery of the clear signatures of neutrinos produced in lightning.
|type=&quot;()&quot;}
- TRUE
+ FALSE

{Complete the text:
|type=&quot;{}&quot;}
Match up the item letter with each of the possibilities below:
Skylark - A
V-2 - B
Nike-Asp - C
Aerobee 150 - D
Black Brant XII - E
Vertikal - F
Terrier Sandhawk - G
Wallops Flight Facility { E (i) }
Woomera, Australia { A (i) }.
Natal, Brazil { D (i) }.
Kapustin Yar { F (i) }.
White Sands Missile Range { B|D (i) }.
Point Defiance { C (i) }.
Barking Sands { G (i) }.
White Sands Proving Grounds { B (i) }.

{True or False, By crossing symmetry an elastic scattering cross section with a nucleon implies annihilation of dark matter (DM) into hadrons inside the halo, resulting in an anti-proton flux that could be constrained by data from the PAMELA collaboration if one includes a large boost factor necessary to explain the PAMELA excess in the positron fraction.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{The darker regions in X-rays at the North and South poles of the Sun are coronal holes, where the magnetic field lines are?
|type=&quot;{}&quot;}
{ open (i) }

{True or False, HR 4731, α&lt;sup&gt;2&lt;/sup&gt; Cru is an infrared source in the constellation Crux.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Which phenomena are associated with the heliosphere?
|type=&quot;[]&quot;}
+ a region of space where the interstellar medium is blown away by the solar wind
+ a bubble in space
+ virtually all the material emanates from the Sun itself
- Voyager 2
+ Voyager 1
+ the termination shock

{True or False, For an object entering the heliosphere toward the Sun, if its mass and charge are a fraction of the Sun's, say 20 %, then the gravitational force between them is orders of magnitude greater than the electrostatic force at about 1,000 AU.
|type=&quot;()&quot;}
- TRUE
+ FALSE

{Which of the following X-ray phenomena is not a characteristic of the Helios satellites?
|type=&quot;()&quot;}
+ heliocentric orbit
- short-lived (0.5 h) soft X-ray events
- longer-lived X-ray events (3 h on average)
- any steady X-ray source
- XREs

{True or False, For an object entering the heliosphere toward the Sun, if its mass and charge are a fraction of the Sun's, say 20 %, and its approach velocity is some 40 times the Sun's escape velocity, then the object will fly right through the solar system without achieving an orbit around the Sun, even if there are electric currents between the object and the Sun.
|type=&quot;()&quot;}
- TRUE
+ FALSE

{Complete the text:
|type=&quot;{}&quot;}
The standard solar models have enjoyed tremendous success recently in terms of agreement between the predicted { outer structure|structure (i) } and the results from { helioseismology|seismology (i) } but some { observed properties|properties (i) } of the Sun still defy explanation, such as the degree of { Li|lithium (i) } depletion.

{[[Image:3D Vector.svg|100px|thumb|right]] For standard basis, or unit, vectors ('''i''', '''j''', '''k''') and vector components of '''a''' ('''a'''&lt;sub&gt;x&lt;/sub&gt;, '''a'''&lt;sub&gt;y&lt;/sub&gt;, '''a'''&lt;sub&gt;z&lt;/sub&gt;), what are the right ascension, declination, and value of a?
|type=&quot;[]&quot;}
- if the x-axis is the longitude of the Greenwich meridian, and '''a'''&lt;sub&gt;x&lt;/sub&gt; equals '''a'''&lt;sub&gt;y&lt;/sub&gt;, then RA equals 6&lt;sup&gt;h&lt;/sup&gt;
+ if the x-axis is the longitude of the Greenwich meridian, and '''a'''&lt;sub&gt;x&lt;/sub&gt; equals '''a'''&lt;sub&gt;y&lt;/sub&gt;, then RA equals 3&lt;sup&gt;h&lt;/sup&gt;
+ the value of '''a''' is given by &lt;math&gt;a = \sqrt{a^2_x + a^2_y + a^2_z}&lt;/math&gt;
- if '''a'''&lt;sub&gt;x&lt;/sub&gt; equals '''a'''&lt;sub&gt;y&lt;/sub&gt; equals '''a'''&lt;sub&gt;z&lt;/sub&gt;, then the declination is -45°
+ if '''a'''&lt;sub&gt;x&lt;/sub&gt; equals '''a'''&lt;sub&gt;y&lt;/sub&gt; equals '''a'''&lt;sub&gt;z&lt;/sub&gt;, then the declination is +45°

{Complete the text:
|type=&quot;{}&quot;}
The ratio of neutrons to 2.2-MeV { gamma rays (i) } depends significantly on the direction of motion of the flare-accelerated particles with respect to the solar { atmosphere|photosphere (i) }.

{If energy is the impetus behind all motion and activity, which of the following are associated with power?
|type=&quot;[]&quot;}
- a launch location
+ a rate of change of the impetus with time
- photon density
- an acceleration of the impetus
- neutrinos dynamically dominating baryons
+ a rate of change of mass

{Complete the text:
|type=&quot;{}&quot;}
Match up the item letter with each of the X-ray angular resolution possibilities below:
Rossi X-ray Timing Explorer - A
XMM-Newton - B
Chandra X-ray Observatory - C
Swift - D
Astro-rivelatore Gamma ad Imagini Leggero (AGILE) - E
Solar Heliospheric Observatory - F
Suzaku - G
Koronas-Foton - H
2&quot; { D (i) }
3&quot; { H (i) }.
~2' { G (i) }.
1&quot; { B|F (i) }.
5.9' { E (i) }.
7' { A (i) }.
1&quot; { B|F (i) }.
0.5&quot; { C (i) }.

{Complete the text:
|type=&quot;{}&quot;}
For the direction of motion of flare-accelerated particles, consider three cases: { isotropic (i) } motion, upward-directed { motion (i) } towards the corona, and { downward (i) }-directed motion towards the photosphere.

{Complete the text:
|type=&quot;{}&quot;}
Match up the item letter with each of the possibilities below:
Scorpius X-1 - A
Serpens X-1 - B
Circinus X-1 - C
Virgo X-1 - D
Taurus X-1 - E
Cygnus X-1 - F
Cepheus X-1 - G
Sagittarius X-1 - H
Crab Nebula { E (i) }
Messier 87 { D (i) }.
2U 1744-26 { H (i) }.
Tychos's Nova SN 1572 { G (i) }.
Carina X-1 misprint { C (i) }.
the first X-ray source widely accepted to be a black hole candidate { F (i) }.
discovered in 1962 by a team under Riccardo Giacconi { A (i) }.
not Caput { B (i) }.

{Which of the following are theoretical radiation astronomy phenomena associated with the Earth?
|type=&quot;[]&quot;}
- a core which emits neutrinos
- a charged particle wind which emanates out the polar ionosphere holes
+ gravity
+ near the barycenter for the Earth-Moon system
+ the swirls of tan, green, blue, and white are most likely sediment in the water
- coronal clouds
+ chlorophyll-containing phytoplankton aloft in the upper atmosphere

{Which of the following are X-ray astronomy phenomena that may be associated with the Earth?
|type=&quot;[]&quot;}
+ lightning
- Van Allen radiation belts
+ electrons striking the ionosphere
+ the geocorona
- ice cores
- meteorites
- diffuse X-ray background
- hurricanes

{True or False, The cosmic X-ray background has higher intensity than the cosmic radio background.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{What negatively charged particles may be used as tracers of cosmic magnetic fields?
|type=&quot;{}&quot;}
{ electrons (i) }

{True or False,  The observations of planetary motion agree with computed orbits to the accuracy of the observations.
|type=&quot;()&quot;}
- TRUE
+ FALSE

{Which of the following are characteristic of solar proton astronomy?
|type=&quot;[]&quot;}
+ the solar wind
+ polar coronal holes
+ protons originating from the photosphere
- the electron neutrino
+ GOES 11
- neutrons

{Complete the text:
|type=&quot;{}&quot;}
Match up the item letter with each of the possibilities below:
Chemistry - A
Geography - B
History - C
Mathematics - D
Physics - E
Science - F
Technology - G
Geology - H
solar eclipses { B (i) }
a spatial frequency of occurrence or extent { E (i) }.
radio observations revealed a radio corona around the Sun { C (i) }.
elemental abundances { A (i) }.
microcalorimeter arrays { G (i) }.
The Ariel V /3 A/ catalogue of X-ray sources. II - Sources at high galactic latitude |b| &gt; 10° { F (i) }.
Carancas meteorite { H (i) }.
a thermal bremsstrahlung source may fit { D (i) }.

{True or False, The spin carried by quarks is not sufficient to account for the total spin of protons.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Complete the text:
|type=&quot;{}&quot;}
The photosphere of the Sun has an effective temperature of 5577 K yet its corona has an average temperature of { 1-2 MK|1-2 x 10&lt;sup&gt;6&lt;/sup&gt; K (i) }. The high temperature of the corona shows that it is heated by something other than { direct heat conduction (i) } from the photosphere.

{True or False, A quantum number that depends upon the relative number of strange quarks and anti-strange quarks is called a quarkness.
|type=&quot;()&quot;}
- TRUE
+ FALSE

{Complete the text:
|type=&quot;{}&quot;}
The { collimating (i) } effects of the grid { enclosure (i) } or external metal { slats (i) } determine the envelope for the { triangular (i) } transmission peaks.

{An Aerobee 150 sounding rocket flight on April 25, 1965, discovered how many candidate X-ray sources?
|type=&quot;{}&quot;}
{ seven (i) }

{Which of the following is not a characteristic of X-radiation?
|type=&quot;()&quot;}
- electromagnetic radiation
- ionizing radiation
- emitted by a few atomic nuclei
+ occurs when a positron and an electron annihilate each other
- only penetrates so far into a gaseous-objects atmosphere

{True or False, Super soft X-ray sources are in most cases only detected below 0.5 keV.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Which of the following is not a characteristic of super soft X-radiation?
|type=&quot;()&quot;}
- electromagnetic radiation
- ionizing radiation
- usually hidden by interstellar absorption in the galactic disk
- readily evident in external galaxies
+ have energies in the 0.09 to 2.5 keV range

{True or False, Electron density applied to free radicals is spin density.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Intragalactic super soft X-ray sources may be heavily reddened by?
|type=&quot;{}&quot;}
{ interstellar material|interstellar matter (i) }

{True or False, Wolter Type I X-ray optics uses three reflections to focus the incoming X-rays.
|type=&quot;()&quot;}
- TRUE
+ FALSE

{Which of the following are X-ray astronomy phenomena that may be associated with Jupiter?
|type=&quot;[]&quot;}
+ lightning
+ aurora
- a geocorona
- minerals high in magnesium
- solar X-rays
- diffuse X-ray background
+ a sunward region
- low-oxygen conditions

{Which of the following is not a characteristic of astrognosy?
|type=&quot;()&quot;}
- internal structure
- element composition
- distributions of plasma, gases, liquids, or solids
+ landscape
- spheres
- approximate concentricity

{Complete the text:
|type=&quot;{}&quot;}
Match up the type of Sun system astrogony with each of the possibilities below:
Babylonian epic story of creation - A
a primordial or first Greek god - B
the primeval chaos - C
creation of heaven and earth - D
Greek god personifying the sky - E
Cronus (Saturn) castrating his father - F
separation of the waters by a firmament { D (i) }.
Chaos magno { B (i) }.
Uranus { F (i) }.
watery abyss { C (i) }.
''Ouranos'' { E (i) }
Enuma Elish { A (i) }.

{Which of the following are radiation astronomy phenomena associated with the Sun?
|type=&quot;[]&quot;}
+ ultraviolet emission
+ X-ray emission
+ gamma-ray emission
+ neutron emission
+ &lt;sup&gt;7&lt;/sup&gt;Be emission
+ meteor emission

{True or False, Below EeV energies ultra high energy neutrons have boosted lifetimes.
|type=&quot;()&quot;}
- TRUE
+ FALSE

{Complete the text:
|type=&quot;{}&quot;}
A composite { electron density (i) } spectrum is approximately a { power (i) } law over at least the ≈ 5 decade wavenumber range 10&lt;sup&gt;-13&lt;/sup&gt; m&lt;sup&gt;-1&lt;/sup&gt; &lt; wavenumber &lt; 10&lt;sup&gt;-8&lt;/sup&gt; m&lt;sup&gt;-1&lt;/sup&gt; and that may extend to { higher (i) } wavenumbers.

{Complete the text:
|type=&quot;{}&quot;}
The X-ray luminosity of the { dominant (i) } group is an order of { magnitude (i) } fainter than that of the X-ray { jet (i) }.

{Many elements emit or fluoresce specific wavelengths of X-rays which in turn allow their?
|type=&quot;{}&quot;}
{ identification (i) }

{Complete the text:
|type=&quot;{}&quot;}
Regarding a blue haze layer near the south polar region of Titan, the difference in color { blue (i) } above and { orange (i) } nearer the { surface (i) } could be due to { particle size (i) } of the haze.

{Which of the following are the differences between a star and an astronomical yellow source?
|type=&quot;[]&quot;}
+ a star may emit predominantly green rays
- an astronomical yellow source is spherical
- a yellow star is an astronomical yellow source
+ a star with nuclear fusion in its chromosphere emits neutrinos, but a yellow source with no nuclear fusion ongoing does not
+ a yellow source may be cloud like
+ an astronomical yellow source my be a rocky object

{True or False, Electrons in the Earth's magnetosphere are energized by neutral particles from the Sun.
|type=&quot;()&quot;}
- TRUE
+ FALSE

{If there was no nuclear force, all nuclei with two or more protons would fly apart because of the electromagnetic?
|type=&quot;{}&quot;}
{ repulsion (i) }

{A natural X-ray source has been detected by an X-ray counter at a site on the ground (Earth) from what astronomical X-ray source?
|type=&quot;()&quot;}
- the Sun
- the ionosphere
- the diffuse X-ray background
- Serpens X-1
- the Moon
+ lightning

{True or False, As gamma rays are defined to be radiation emitted from radionuclides, there are no radionuclides that emit X-rays.
|type=&quot;()&quot;}
- TRUE
+ FALSE

{Which of the following is not a characteristic of X-radiation?
|type=&quot;()&quot;}
- throwing a beam
- a stream of charged or neutral rays
+ calculating the energy of a beam
- sending out a traveling ray
- a secondary-object hazard

{True or False, A unit vector is a direction with a magnitude of one.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Which of the following is not an electron volt?
|type=&quot;()&quot;}
+ the angular momentum of the planet Mercury around the Sun
- a unit of energy
- a quantity that denotes the ability to do work
- 1.2 PeV
- a unit dimensioned in mass, distance, and time
- a unit not based on the Coulomb

{Complete the text:
|type=&quot;{}&quot;}
Match up the radiation type with the satellite:
meteor - A
cosmic ray - B
neutral atoms - C
neutron - D
proton - E
electron - F
positron - G
neutrino - H
gamma ray - I
X-ray - J
ultraviolet - K
optical - L
visual - M
violet - N
blue - O
cyan - P
green - Q
yellow - R
orange - S
red - T
infrared - U
submillimeter - V
microwave - W
radio - X
radar - Y
superluminal - Z
[[Image:JUNO - PIA13746.jpg|thumb|left|100px]] { M (i) }.
[[Image:RAE B.jpg|thumb|left|100px]] { X (i) }.
[[Image:Chandra-spacecraft labeled-en.jpg|thumb|left|100px]] { J (i) }.
[[Image:Alpha Magnetic Spectrometer - 02.jpg|thumb|left|100px]] { Z (i) }.
[[Image:Voyager.jpg|thumb|left|100px]] { N (i) }.
[[Image:GLAST on the payload attach fitting.jpg|thumb|left|100px]] { I (i) }.
[[Image:Mars-express-volcanoes-sm.jpg|thumb|left|100px]] { Y (i) }.
[[Image:Nasasupports.jpg|thumb|left|100px]] { H (i) }.
[[Image:IBEX.jpg|thumb|left|100px]] { C (i) }.
[[Image:STEREO spacecraft.gif|thumb|left|100px]] { P (i) }.
[[Image:GOES-P.jpg|thumb|left|100px]] { E (i) }.
[[Image:Aquarius SAC-D satellite.png|thumb|left|100px]] { W (i) }.
[[Image:STS-134 International Space Station after undocking.jpg|thumb|left|100px]] { O (i) }.
[[Image:Micrometeoroid hole.jpg|thumb|left|100px]] { A (i) }.
[[Image:Rosetta.jpg|thumb|left|100px]] { Q (i) }.
[[Image:INTEGRAL-spacecraft410.jpg|thumb|left|100px]] { G (i) }.
[[Image:FUSE prelaunch crop.jpg|thumb|left|100px]] { K (i) }.
[[Image:Swas 1.jpg|thumb|left|100px]] { V (i) }.
[[Image:2001 mars odyssey wizja.jpg|thumb|left|100px]] { D (i) }.
[[Image:Spitzer space telescope pre-launch.jpg|thumb|left|100px]] { U (i) }.
[[Image:TERRA_am1.jpg|thumb|left|100px]] { R (i) }.
[[Image:Galileo Energetic Particles Detector.jpg|thumb|left|100px]] { F (i) }
[[Image:Landsat7photo.jpg|thumb|left|100px]] { S (i) }.
[[Image:Pioneer_10_on_its_kickmotor.jpg|thumb|100px|left]] { B (i) }.
[[Image:Mariner 10.jpg|thumb|left|100px]] { T (i) }.
[[Image:HST-SM4.jpeg|thumb|left|100px]] { L (i) }.
{{clear}}

{True or False, Solitary electrons constitute much of the remaining 1 % of cosmic rays.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Which of the following are X-radiation astronomy phenomena associated with stellar surface fusion?
|type=&quot;[]&quot;}
+ luminosities below ~3 x 10&lt;sup&gt;38&lt;/sup&gt; erg/s
+ a few SSS with luminosities ≥10&lt;sup&gt;39&lt;/sup&gt; erg/s
+ synchrotron radiation
- a photosphere
- a polar diameter that exceeds ever so slightly the equatorial diameter at solar cycle minimum
+ super soft X-rays
+ hot active regions with temperatures hot enough to fuse hydrogen
- sunspots at the feet of coronal loops

{True or False, If stellar flares have origins similar to solar flares, then flare stars produce neutrons.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{True or False, Only relativistic neutrons would be able to reach Earth from other stars before decaying.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{True or False, An X-ray may have a wavelength as long as 10 nm.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Which of the following are associated with the IceCube Neutrino Observatory?
|type=&quot;[]&quot;}
+ under ice
+ the Amundsen-Scott South Pole Station
+ Digital Optical Modules
+ the counting house is on the surface above the array
- the baryon neutrino
+ the electron neutrino

{Before the current era and perhaps before 6,000 b2k which classical planet may have been observed as a pole star for the Earth?
|type=&quot;{}&quot;}
{ Osiris|Saturn (i) }

{True or False, Wolter Type II X-ray optics uses two reflections to focus the incoming X-rays.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Complete the text:
|type=&quot;{}&quot;}
Match up the item letter with each of the possibilities below:
Optical bench - A
Focal length - B
CCD - C
Coded aperture - D
Grazing incidence - E
Modulator - F
Collimator - G
Normal incidence - H
a device for the movement of electrical charge { C (i) }
gold mirrors { E (i) }.
narrows a beam { G (i) }.
a measure of how strongly a system converges or diverges { B (i) }.
reflective multilayer optics { H (i) }.
varying amplitude, phase, or frequency { F (i) }.
a flat grille { D (i) }.
a platform used to support systems { A (i) }.

{True or False, Wolter Type III X-ray optics uses one reflection to focus the incoming X-rays.
|type=&quot;()&quot;}
- TRUE
+ FALSE

{Which of the following is not an astronomical X-ray source?
|type=&quot;()&quot;}
- the planet Mercury
+ traces of the element gold in the Sun’s photosphere
- the solar wind
- Cepheus X-1
- nucleosynthesis near the surface of the Sun
- lightning on Jupiter

{The evolution of organics to carbonaceous material induced by proton irradiation is a well established phenomenon independent of the type of original carbon containing material.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Which of the following is not a usual characteristic of X-ray optics?
|type=&quot;()&quot;}
- grazing incidence mirrors
- tungsten-silicon multilayer coatings
- nested mirrors
- an angular resolution
+ X-ray lens

{Complete the text:
|type=&quot;{}&quot;}
The multigrid collimator has the additional { grid (i) } inserted at a specified { intermediate (i) } position between the two grids, { aligned (i) } approximately { parallel (i) } to them, and { positioned (i) } and rotated so that each third { wire (i) } lies in a plane defined by a wire in the outer grid and a wire in the { inner (i) } grid.

{True or False, The electron reflectometer (ER) aboard the Lunar Prospector determines the location and strength of magnetic fields from the energy spectrum and direction of electrons.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{True or False, The feature that makes deep inelastic lepton scattering and e&lt;sup&gt;+&lt;/sup&gt;e&lt;sup&gt;-&lt;/sup&gt; annihilation tractable is that these processes proceed via the electromagnetic and strong interactions.
|type=&quot;()&quot;}
- TRUE
+ FALSE

{Which of the following is associated with the diffuse X-ray background?
|type=&quot;[]&quot;}
- the Sun
+ rather consistently observed over a wide range of energies
- an Aitoff-Hammer equal-area map in galactic coordinates
+ an isotropic X-ray background flux was obtained in 1956
+ an early high-energy end was obtained by instruments on board Ranger 3
+ super soft X-rays are absorbed by galactic neutral hydrogen

{Which of the following are theoretical radiation astronomy phenomena associated with a laboratory on Earth?
|type=&quot;[]&quot;}
+ a core which emits neutrinos
+ a charged particle wind which emanates out of a beam line
+ gravity
+ near the barycenter for the Earth-Moon system
+ swirls of tan, green, blue, and white in the water
+ electric arcs
- chlorophyll-containing phytoplankton aloft in the upper atmosphere

{Spin-charge separation has which characteristics?
|type=&quot;[]&quot;}
+ a chargon
+ a spinon
+ taking place inside solids
+ extremely tight confinement
- neutron affinity
- X-ray absorption

{True or False, The first extragalactic X-ray source is the radio galaxy Messier 88.
|type=&quot;()&quot;}
- TRUE
+ FALSE

{Which of the following are characteristic of high-velocity stars?
|type=&quot;[]&quot;}
+ moving faster than 65 km/s
- closer stars more affected
+ may point away from a stellar association
+ comet-like appearance
- red shift
- blue shift

{An argon-37 atom is converted by a neutrino by the charged current interaction from what atom?
|type=&quot;{}&quot;}
{ chlorine-37|&lt;sup&gt;37&lt;/sup&gt;Cl (i) }

{Complete the text:
|type=&quot;{}&quot;}
Match up the item letter with each of the detectors or satellites below:
Bonner Ball Neutron Detector - A
Multi Mirror Telescope - B
MAGIC telescope - C
Explorer 11 - D
HEAO 3 - E
Helios - F
Pioneer 10 - G
Voyager 1 - H
[[Image:Magicmirror.jpg|thumb|left|100px]] { C (i) }
[[Image:Voyager.jpg|thumb|left|100px]] { H (i) }.
[[Image:BBND1.jpg|thumb|left|100px]] { A (i) }.
[[Image:Pioneer_10_on_its_kickmotor.jpg|thumb|left|100px]] { G (i) }.
[[Image:Helios - testing.png|thumb|left|100px]] { F (i) }.
[[Image:Multi Mirror Telescope in 1981.jpg|thumb|left|100px]] { B (i) }.
[[Image:HEAO-3.gif|thumb|left|100px]] { E (i) }.
[[Image:Explorer 11 ground.gif|thumb|left|100px]] { D (i) }.
{{clear}}

{Which of the following phenomena are associated with the core of the Sun?
|type=&quot;[]&quot;}
- origin of the magnetic field
- the convection zone
- the tachocline
+ Solar neutrinos
- radiative zone
+ gamma-rays

{True or False, During large solar flares, the region near Mercury may be strongly illuminated with solar neutrons.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Which of the following is not a characteristic of X-radiation in the IGM?
|type=&quot;()&quot;}
- X-rays come from the IGM
- an X-ray background
+ shock heating
- secondary ionizations and excitations
- far more likely to be absorbed by He I rather than H I

{Do we know enough about the intergalactic medium to trust measurements of background sources seen through foreground
|type=&quot;{}&quot;}
{ structure (i) }?

{Which of the following are units of distance?
|type=&quot;[]&quot;}
+ meter
- acre
+ chain
- acorn
- tympan
- гектар
+ reach

{Complete the text:
|type=&quot;{}&quot;}
Match up the radiation letter with each of the detector possibilities below:
Meteors - A
Cosmic rays - B
Neutrons - C
Protons - D
Electrons - E
Positrons - F
Neutrinos - G
Muons - H
Gamma rays - I
X-rays - J
Ultraviolet rays - K
Optical rays - L
Visual rays - M
Violet rays - N
Blue rays - O
Cyan rays - P
Green rays - Q
Yellow rays - R
Orange rays - S
Red rays - T
Infrared rays - U
Submillimeter rays - V
Radio rays - W
Superluminal rays - X
multialkali (Na-K-Sb-Cs) photocathode materials { L (i) }.
F547M { Q (i) }.
511 keV gamma-ray peak { F (i) }.
F675W { T (i) }.
broad-band filter centered at 404 nm { N (i) }.
a cloud chamber { B (i) }.
ring-imaging Cherenkov { X (i) }.
coherers { W (i) }.
effective area is larger by 10&lt;sup&gt;4&lt;/sup&gt; { H (i) }.
F588N { R (i) }.
pyroelectrics { U (i) }.
a blemish about 8,000 km long { A (i) }.
a metal-mesh achromatic half-wave plate { V (i) }.
coated with lithium fluoride over aluminum { K (i) }.
thallium bromide (TlBr) crystals { O (i) }.
F606W { S (i) }.
aluminum nitride { J (i) }.
heavy water { G (i) }.
18 micrometers FWHM at 490 nm { P (i) }.
wide-gap II-VI semiconductor ZnO doped with Co&lt;sup&gt;2+&lt;/sup&gt; (Zn&lt;sub&gt;1-x&lt;/sub&gt;Co&lt;sub&gt;x&lt;/sub&gt;O) { M (i) }.
a recoiling nucleus { C (i) }
high-purity germanium { I (i) }.
magnetic deflection to separate out incoming ions { E (i) }.
2.2-kilogauss magnet used to sweep out electrons { D (i) }.

{True or False, Neutron spectroscopy has detected hydrogen and thereby water on the Moon.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Which of the following may be characteristic of hydrogen deficiency in stars?
|type=&quot;[]&quot;}
+ may have been consumed by nucleosynthesis
+ star formation in a cloud deficient in hydrogen
- may point away from a stellar association
+ may have been formed by white dwarf mergers
+ may have had transfer of helium from the secondary to the primary
+ a possible massive convective event

{The extent of the Hα absorption trough along the major axes of quenched spirals is what?
|type=&quot;()&quot;}
+ more truncated than the distribution of the Hα emission line for H I deficient galaxies
- contributed to by the new stellar population
- less truncated than the distribution of the Hα emission line for H I deficient galaxies
- due to the quenching
- disks building up from the outside in

{True or False, A small amount of aluminum-26 is produced by collisions of magnesium atoms with cosmic-ray protons.
|type=&quot;()&quot;}
- TRUE
+ FALSE

{Which of the following are radiation astronomy phenomena associated with the gaseous-object Neptune?
|type=&quot;[]&quot;}
- Voyager 2
+ blue rays
+ clouds
- neutron emission
- polar coronal holes
+ meteor emission
- rotation

{Complete the text:
|type=&quot;{}&quot;}
Match up the item letter with each of the possibilities below:
Meteors - A
Cosmic rays - B
Neutrons - C
Protons - D
Electrons - E
Positrons - F
Gamma rays - G
Superluminals - H
X-ray jets { C (i) }
the index of refraction is often greater than 1 just below a resonance frequency { H (i) }.
iron, nickel, cobalt, and traces of iridium { A (i) }.
Sagittarius X-1 { G (i) }.
escape from a typical hard low-mass X-ray binary { F (i) }.
collisions with argon atoms { B (i) }.
X-rays are emitted as they slow down { E (i) }.
Henry Moseley using X-ray spectra { D (i) }.

{Complete the text:
|type=&quot;{}&quot;}
Cosmic rays with energies over the { threshold (i) } energy of 5 x 10&lt;sup&gt;19&lt;/sup&gt; { eV (i) } interact with { cosmic microwave background (i) } photons to produce { pions (i) } via the &lt;math&gt;\Delta&lt;/math&gt; resonance.

{As an analysis method NRA may be associated with which phenomena?
|type=&quot;[]&quot;}
+ a concentration vs. depth distribution
- charged particles in large clouds
+ target elements may undergo a nuclear reaction
- projectile stopping power is unknown 
- proton elastic scattering 
+ a nuclear method in materials science

{Which of the following is not a characteristic of a theory?
|type=&quot;()&quot;}
- catching a beam
+ one more degree of freedom than can be measured or controlled
- it may appear as a dome over a small portion of the Earth your standing on
- impervious to some traveling rays
- a secondary-object hazard

{On what date was GRB 970228 discovered?
|type=&quot;()&quot;}
- August 22, 1997
+ February 28, 1997
- September 7, 2002.28
- 1982 the 20th between July and September
- 2009 July 22nd and 8 hours
- February 14, 2014

{Which of the following are X-ray astronomy phenomena that may be associated with Saturn?
|type=&quot;[]&quot;}
+ X-radiation concentrated near equator
+ reflection of solar X-rays
- aurora
+ stronger than expected reflected solar X-rays
- X-rays from rings
- diffuse X-ray background
+ soft X-ray emission
+ fluorescence of solar X-rays

{Neutrinos detected from the solar octant may be from nucleosynthesis within the coronal cloud in the near vicinity of the Sun or perhaps from nucleosynthesis occurring within what theoretical interior structure of the Sun?
|type=&quot;{}&quot;}
{ the core|core (i) }

{Complete the text:
|type=&quot;{}&quot;}
Match up the star pattern with the likely constellation:
[[Image:Vol.png|thumb|left|100px]] - L
[[Image:Eri.png|thumb|left|100px]] - M
[[Image:Betelgeuse position in Orion.png|thumb|left|100px]] - N
[[Image:UMa.jpg|thumb|left|100px]] - O
[[Image:Dra.png|thumb|left|100px]] - P
[[Image:Cas.png|thumb|left|100px]] - Q
[[Image:Cru.png|thumb|left|100px]] - R
[[Image:Phe.png|thumb|left|100px]] - S
[[Image:Peg.png|thumb|left|100px]] - T
Volans { L (i) }.
Cassiopeia { Q (i) }.
Pegasus { T (i) }.
Orion { N (i) }.
Crux { R (i) }.
Ursa Major { O (i) }.
Phoenix { S (i) }.
Draco { P (i) }.
Eridanus { M (i) }.
{{clear}}

{True or False, Aluminum-26 is generally distributed out of the plane of the Milky Way.
|type=&quot;()&quot;}
- TRUE
+ FALSE

{Which of the following are involved in the weak force?
|type=&quot;[]&quot;}
- a core which emits neutrinos
+ Fermi's β-decay theory
- &lt;sup&gt;26&lt;/sup&gt;Al
- undetectable with balloon-borne detectors
+ Gamow-Teller interactions
- steady enough emission to be used as a standard for X-ray emission
- observed with delta-rays in 1731
+ M. Fierz

{True or False, A relativistic neutron may fly a megaparsec rather than undergo decay after about 14 minutes because its half-life may grow with energy.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Which of the following radiation astronomy phenomena are associated with the rocky object Mercury?
|type=&quot;[]&quot;}
+ apparent impact craters
- an excess brightness at or near the edge
- the iron XIV line
+ neutron emission
- polar coronal holes
+ meteor emission
- changes in the line-blanketing

{Complete the text:
|type=&quot;{}&quot;}
Match up the item letter with each of the possibilities below:
Balloons - A
Sounding rockets - B
Aircraft assisted launches - C
Orbital rocketry - D
Shuttle payload - E
Heliocentric rocketry - F
Exploratory rocketry - G
Lunar rover - H
Ranger 5 { F (i) }
microcalorimeter arrays { B (i) }.
MeV Auroral X-ray Imaging and Spectroscopy { A (i) }.
Lunokhod 2 { H (i) }.
ALEXIS { C (i) }.
Ulysses { G (i) }.
Broad Band X-Ray Telescope { E (i) }.
Solar Heliospheric Observatory { D (i) }.

{True or False, Ranger 2 carried instruments that detected the X-ray background.
|type=&quot;()&quot;}
- TRUE
+ FALSE

{Ashen light is involved in which of the following?
|type=&quot;[]&quot;}
+ earthshine
- glow of the bright part of the lunar disk
+ light from different parts of Earth are mixed together
+ mimics the Earth as a single dot
- neutron astronomy
- X-ray astronomy

{Complete the text:
|type=&quot;{}&quot;}
Whether the thermal IGM is { collisional (i) } or collisionless at scales smaller than the  { Coulomb (i) } scale depends on the effect of reduced { mean free path (i) } that is mediated by the plasma { instabilities (i) }.

{Which of the following are theoretical radiation astronomy phenomena associated with the Sun?
|type=&quot;[]&quot;}
+ a core which emits neutrinos
- a solar wind which emanates out the polar coronal holes
+ gravity
+ the barycenter for the solar system
- polar coronal holes
- coronal clouds
+ its position

{Complete the text:
|type=&quot;{}&quot;}
Match up the star with the constellation:
Capella - A
Sirius - B
Deneb  - C
Anser - D
Altair - E
Vega - F
Vulpecula { D (i) }.
Canis Major { B (i) }.
Lyra { F (i) }.
Cygnus { C (i) }.
Aquila { E (i) }
Auriga { A (i) }.

{Which of the following are theoretical X-ray astronomy phenomena associated with astrophysics?
|type=&quot;[]&quot;}
+ a thermal plasma mechanism
+ idea of a close binary
+ synchrotron radiation
+ high-density wind extinction
- a polar diameter that exceeds ever so slightly the equatorial diameter at solar cycle minimum
- super soft X-rays
- hot active regions with temperatures hot enough to fuse hydrogen
- sunspots at the feet of coronal loops

{The strong force is involved in which of the following phenomena?
|type=&quot;[]&quot;}
+ ''s''-waves
+ the sum of the spins
- neutrinos
+ Pauli's exclusion principle
+ deuterium
- radio waves

{Observations of Io have benefited greatly from what phenomenon?
|type=&quot;()&quot;}
- a dense, opaque atmosphere
- lightning
- extensive meteorite cratering
- a flattening out
- liquid hydrocarbon lakes
+ the reflected light of allotropes and compounds of sulfur

{Which of the following are phenomena associated with strong forces in the IGM?
|type=&quot;[]&quot;}
+ stochastic acceleration
+ hottest clusters
+ scaling of the acceleration efficiency with IGM temperature
- collisionless IGM
- placid magnetic compressions
+ the smaller the mean free path 
- cold regions
- least effective for inducing the instability

{Complete the text:
|type=&quot;{}&quot;}
Match up the item letter with each of the possibilities below:
superluminals - A
radios - B
radars - C
microwaves - D
submillimeters - E
infrareds - F
reds - G
oranges - H
deuterium enrichment of cometary water { F (i) }
interstellar-comet connection { B (i) }.
a macroscopic superstring { A (i) }.
force of life { H (i) }.
rings of Saturn { C (i) }.
volcanic activity throughout Vesta { G (i) }.
a silicon composite bolometer fed by a Winston cone { E (i) }.
present-day fluctuations an order of magnitude larger { D (i) }.

{True or False, Cancer is said to have been the place for the Akkadian Sun of the South.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Which of the following is not an astronomical X-ray source?
|type=&quot;()&quot;}
- Io
- Comet Lulin
- the Moon
+ Carina X-1
- Centaurus X-2
- EZ Aquarii

{Which of the following are X-ray astronomy phenomena associated with an entity?
|type=&quot;[]&quot;}
+ discovers an X-ray source in Scorpius
+ a control group
+ synchrotron radiation
- intergalactic medium
- a polar diameter
+ super soft X-rays
- hot active regions
- sunspots at the feet of coronal loops

{In which of the following constellations does the ecliptic and the Galaxy or the galactic plane occur?
|type=&quot;[]&quot;}
+ Sagittarius
+ Ophiuchus
- Aries
- Ursa Minor
+ Scorpius or Scorpio
- Draco
+ Taurus

{True or False, The NRL and NASA established another rocket launching facility outside Natal, Brazil to detect X-ray sources in the southern hemisphere.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Complete the text:
|type=&quot;{}&quot;}
Match up the observatory facility with the observatory:
Ondrejov Observatory - A
Okayama Astrophysical Observatory - B
Orbiting Astronomical Observatory - C
Metsähovi Radio Observatory - D
Tortugas Mountain Planetary Observatory - E
Pierre Auger Observatory - F
[[Image:MetsahoviRadioObservatory 2009 12.jpg|thumb|left|100px|Observed quasar 3C 454.3 in the spring of 2005.]] { D (i) }.
[[Image:Solar Telescope3, Ondřejov Astronomical.jpg|thumb|left|100px|A solar telescope.]] { A (i) }.
[[Image:PierreAugerObservatory DetectorComponents.jpg|thumb|left|100px|Detector components.]] { F (i) }.
[[Image:OAO.jpg|thumb|left|100px|Data on AG Peg were obtained with the ultraviolet broad-band photometers on the second one.]] { C (i) }.
[[Image:Tortugas Planetary Observatory.jpg|thumb|left|100px|The 0.6 m monitors cloud decks and equatorial activity.]] { E (i) }
[[Image:NOAO 188cm telescope.jpg|thumb|left|100px|A 188 cm telescope.]] { B (i) }.
{{clear}}

{Complete the text:
|type=&quot;{}&quot;}
To &quot;narrow&quot; can mean to { cause (i) } the spatial { cross section (i) } of the beam to become { smaller (i) } limit.

{True or False, Due to the limited shielding provided by its relatively weak magnetic dipole moment, the surface of Mercury is everywhere subject to bombardment by cosmic rays.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Which of the following is not in the history of neutrino astronomy?
|type=&quot;()&quot;}
- Enrico Fermi coined the term &quot;neutrino&quot;
+ Wolfgang Pauli postulated the muon neutrino
- in the Cowan–Reines neutrino experiment, antineutrinos are created
- a hydrogen bubble chamber was used to detect neutrinos 
- Niels Bohr was opposed to the neutrino interpretation of beta decay 
- a neutrino hitting a proton is detectable

{Complete the text:
|type=&quot;{}&quot;}
Ultraluminous X-ray sources (ULXs) are { pointlike|point-like (i) }, nonnuclear X-ray sources with { luminosities (i) } above the { Eddington (i) } limit.

{Which of the following phenomena are associated with Venus?
|type=&quot;[]&quot;}
+  separate stars, Phosphorus, the morning star, and Hesperus, the evening star
- locally available carving tools
+ the ionosphere was observed to become elongated downstream, rather like a long-tailed comet, during a rare period of very low density solar outflow
+  Lucifer, literally &quot;Light-Bringer&quot;, and Vesper
- currently dormant volcanoes only on the Sun-facing side
- a breathable atmosphere

{Complete the text:
|type=&quot;{}&quot;}
Match up the distance-time phenomena with the image:
line of sight - A
an origin - B
a displacement - C
one billion light years - D
measuring - E
acceleration - F
[[Image:Superclusters atlasoftheuniverse.gif|thumb|left|100px|Celestial swiss cheese.]] { D (i) }.
[[Image:Sig07-009.jpg|thumb|left|100px|A beautiful galaxy.]] { A (i) }.
[[Image:Classical Kepler orbit e0.6.gif|thumb|left|100px|An elliptical orbit.]] { F (i) }.
[[Image:Distancedisplacement.svg|thumb|left|100px|Closer than a route.]] { C (i) }.
[[Image:Measuring Tape Inch+CM.jpg|thumb|left|100px|It's about the chains.]] { E (i) }
[[Image:Cartesian-coordinate-system-with-circle.svg|thumb|left|100px|Getting the numbers.]] { B (i) }.
{{clear}}

{Which of the following are characteristic of a β&lt;sup&gt;+&lt;/sup&gt; decay?
|type=&quot;[]&quot;}
- a mu neutrino
+ a positron emission
- a decay product of a neutron
+ weak interaction 
+ an electron neutrino 
- comes in mutable varieties

{Which of the following is not a characteristic of a control group?
|type=&quot;()&quot;}
- catching a beam
+ one more degree of freedom than can be measured or controlled
- it may appear as a dome over a small portion of the Earth your standing on
- impervious to some traveling rays
- a secondary-object hazard

{Complete the text:
|type=&quot;{}&quot;}
Match up the celestial octant with the constellation:
NQ1 - A
NQ2 - B
NQ3  - C
NQ4 - D
SQ1 - E
SQ2 - F
SQ3 - G
SQ4 - H
Musca { G (i) }.
Sagitta { D (i) }.
Lynx { B (i) }.
Pyxis { F (i) }.
Piscis Austrinus { H (i) }.
Corona Borealis { C (i) }.
Pictor { E (i) }.
Taurus { A (i) }.

{Which of the following is not a characteristic of the X-ray continuum?
|type=&quot;()&quot;}
+ Bragg peaks
- may arise from an X-ray jet
- may arise from the coronal cloud of an accretion disc
- a power-law spectrum
- a thermal emission at the lowest energies

{Pick the characteristics of gamma-ray burst.
|type=&quot;[]&quot;}
- a strong 2.223 MeV emission line
+ flashes of gamma rays
+ associated with extremely energetic explosions
+ most luminous events known
+ can last from ten milliseconds to several minutes
+ followed by a longer-lived &quot;afterglow&quot;

{Which of the following may be true for the first orange source in the constellation Cancer?
|type=&quot;[]&quot;}
+ Cancer is along the zodiac so the Sun is a candidate
+ Jupiter
+ Uranus under special viewing conditions
- intergalactic medium
+ Titan
+ beta Cancri
+ delta Cancri
+ 60 Cancri

{The Sun is a natural X-ray source because X-rays originate from what astronomical X-ray source?
|type=&quot;()&quot;}
+ a coronal cloud about the Sun
- the diffuse X-ray background
- sunspots
- the photosphere
- nucleosynthesis in the center of the Sun
- lightning

{ANTARES is the name of a neutrino detector designed to be used as a directional Neutrino Telescope residing under the
|type=&quot;{}&quot;}
{ Mediterranean Sea|Mediterranean (i) }

{Complete the text:
|type=&quot;{}&quot;}
Match up the item letter with each of the possibilities below:
Hydrogen - H, or D
Helium - He
Lithium - Li
Beryllium - Be
Boron - B
Carbon - C
Nitrogen - N
Oxygen - O
Fluorine - F
Neon - Ne
consumed in chromosphere fusion to produce lithium and neutrinos { Be (i) }.
isotope fusion in the chromosphere producing neutrinos { He (i) }
fusion in the chromosphere producing the most neutrinos { H|D (i) }.
a factor of ~200 below meteorite abundance in the Sun's photosphere { Li (i) }.
detected with X-rays on the Moon { O (i) }.
an organic form detected in Allan Hills 84001 probably from Mars { C (i) }.
detected marginally on Venus with Chandra { N (i) }.
found in the X-ray spectra of comets { Ne (i) }.
consumed to produce beryllium and neutrinos { B (i) }.
a surface impurity on meteorites { F (i) }.

{True or False, The bottom of a sunspot ~400 km deep is cooler than the bottom of the photosphere.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Complete the text:
|type=&quot;{}&quot;}
X-ray emission dividing lines may be explained by changes in a { magnetic (i) } field { structure (i) } to that of an { open (i) } topology, leading to a decrease of magnetically confined { plasma (i) }.

{Chemistry phenomena associated with astronomy are
|type=&quot;[]&quot;}
- at least three-quarters of the human genome
+ molecules
+ atmospheres
- pressure
+ ions
+ plastic

{Complete the text:
|type=&quot;{}&quot;}
Match up the item letter with each of the possibilities below:
X-ray burster - A
gamma-ray burster - B
X-ray pulsar - C
SFXT - D
soft X-ray transient - E
diffuse X-ray background - F
power law afterglow { B (i) }
magnetized neutron star { C (i) }.
absorbed by neutral hydrogen { F (i) }.
Aquila X-1 { E (i) }.
Factor of 10 or greater luminosity increase { A (i) }.
thermal bremsstrahlung { D (i) }.

{The MINOS experiment uses Fermilab's NuMI beam, which is an intense beam of neutrinos, that travels 455 miles (732 km) through the Earth to the?
|type=&quot;{}&quot;}
{ Soudan Mine|Soudan mine (i) }

{Which of the following is not a characteristic of X-rays associated with atomic number?
|type=&quot;()&quot;}
- emission lines
+ X-ray continuum
- unique atomic structure
- creating an electron hole
- discrete energy levels

{Complete the text:
|type=&quot;{}&quot;}
A well-known black hole (or black hole candidate) and galactic X-ray source in the constellation Cygnus is { Cygnus X-1 | Cyg X-1 (i) }.

{Complete the text:
|type=&quot;{}&quot;}
Match up the item letter with each of the cosmogonic possibilities below:
interior models of the giant planets - A
high interest for cosmogony, geophysics and nuclear physics - B
hierarchical accumulation - C
clouds and globular clusters - D
cosmic helium abundance - E
deuterium fusion - F
a large deficiency of light elements - G
after galactic sized systems had collapsed - H
the motions of hydrogen { D (i) }
fornation of luminous quasars { H (i) }.
stars with an initial mass less than the solar mass { G (i) }.
rotating liquid drops { B|F (i) }.
primordial is less than 26 per cent { E (i) }.
a solar mixture of elements dominated by hydrogen and helium gas { A (i) }.
around 13 Jupiter masses { F (i) }.
smaller rocky objects { C (i) }.

{Which of the following are phenomena associated with electromagnetic cascades?
|type=&quot;[]&quot;}
+ spectral and timing properties of astronomical sources
+ very high-energy γ-rays
+ the way from the source to the Earth
- soft X-rays
- redshifts
+ ambient radiation fields inside the γ-ray source
- source stability
- protons

{The relative abundances of solar cosmic rays reflect those of the solar
|type=&quot;{}&quot;}
{ photosphere (i) }

{Complete the text:
|type=&quot;{}&quot;}
Match up the item letter with each of the possibilities below:
Moon - A
Eros - B
Io - C
Ganymede - D
Europa - E
Titan - F
X-ray producing electric arc, current spots { C (i) }
reflecting solar X-rays { A (i) }.
soft X-ray emission { C|E (i) }.
possible soft X-ray emission { D (i) }.
synchrotron X-ray diffraction of methane hydrate up to 10GPa { F (i) }.
ordinary chondrite composition  { B (i) }.

{Which of the following are theoretical radiation astronomy phenomena associated with a star?
|type=&quot;[]&quot;}
+ possible orbits
+ a hyperbolic orbit
+ nuclear fusion at its core
+ nuclear fusion in its chromosphere
+ near the barycenter of its planetary system
+ accretion
+ electric arcs
- impact craters
- radar signature

{Complete the text:
|type=&quot;{}&quot;}
Both { fusion|fusion- (i) } and { accretion|accretion- (i) } powered cataclysmic { variables (i) } have been observed to be X-ray sources.

{Which of the following are X-ray astronomy phenomena that may be associated with a superluminal?
|type=&quot;[]&quot;}
+ loops and rings in the X-ray emitting gas
+ an X-ray source
+ synchrotron radiation
+ Cherenkov radiation
- signals with a velocity above c
+ super soft X-rays
+ hot active regions with temperatures hot enough to fuse hydrogen
- starspots

{When the Earth is viewed from space using X-ray astronomy what characteristic is readily observed?
|type=&quot;()&quot;}
- the magnetic north pole
- the Hudson Bay meteorite crater
- the South Atlantic Anomaly
- the Bermuda Triangle
- solar positron events
+ electrons striking the ionosphere

{Which of the following are X-ray astronomy phenomena that may be associated with the Sun?
|type=&quot;[]&quot;}
+ coronal cloud
+ hot regions of 8–20 x 10&lt;sup&gt;6&lt;/sup&gt; K
- fluorescence of Jovian X-rays
- lightning
- X-rays from rings
- collisions with the Jovian wind
+ soft X-ray emission
+ hard X-ray emission

{True or False, Interstellar scintillation is fluctuations in the amplitude and phase of radio waves caused by scattering in the interstellar medium.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Complete the text:
|type=&quot;{}&quot;}
Match up the coordinate system letter with each of the possibilities below:
triclinic coordinate system - A
monoclinic coordinate system - B
orthorhombic coordinate system - C
tetragonal coordinate system - D
rhombohedral coordinate system - E
hexagonal coordinate system  - F
[[Image:Reseaux 3D oP.png|thumb|left|100px|α = β = γ = 90° and a ≠ b ≠ c]] { C (i) }.
[[Image:Reseaux 3D hP.png|thumb|left|100px|a = b ≠ c and α = β = 90°, γ = 120°]] { F (i) }.
[[Image:Rhombohedral.svg|thumb|left|100px|a = b = c and α = β = γ &lt; 120°, ≠ 90°]] { E (i) }.
[[Image:Reseaux 3D tP-2011-03-12.png|thumb|left|100px|α = β = γ = 90° and a = b ≠ c]] { D (i) }.
[[Image:Reseaux 3D aP.png|thumb|left|100px|a ≠ b ≠ c and α ≠ β ≠ γ]] { A (i) }.
[[Image:Monoclinic.png|thumb|left|100px|a ≠ b ≠ c and for example α = β ≠ γ ≠ 90°]] { B (i) }.
{{clear}}

{True or False, Aluminum-26 decays by either beta-plus or electron capture.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Which of the following are X-ray astronomy phenomena that may be associated with the Moon?
|type=&quot;[]&quot;}
+ scattering of solar X-rays
+ reflection of solar X-rays
+ fluorescence of solar X-rays
- lightning
- X-rays from rings
+ collisions with solar wind
+ soft X-ray emission

{Phenomena associated with the Milky Way are?
|type=&quot;[]&quot;}
+ spiral arms
- a spheroidal shape
+ a standard to differentiate dwarf galaxies
+ often referred to as the Galaxy
+ arms of younger stars
+ contains star clusters
+ dust lanes
+ extended red emission (ERE)
+ a faint galaxy heavy with dark matter may orbit it
- larger than the Andromeda galaxy

{Which of the following are X-ray astronomy phenomena associated with an entity?
|type=&quot;[]&quot;}
+ a thermal plasma mechanism
+ a close binary
+ synchrotron radiation
+ high-density wind extinction
- a polar diameter that exceeds ever so slightly the equatorial diameter at solar cycle minimum
+ super soft X-rays
+ hot active regions with temperatures hot enough to fuse hydrogen
- sunspots at the feet of coronal loops

{Sputnik I was involved in which of the following astronomies?
|type=&quot;()&quot;}
- red astronomy
- stellar astronomy
- neutrino astronomy
+ radio astronomy
- neutron astronomy
- X-ray astronomy

{Which of the following are radiation astronomy phenomena associated with the apparent liquid-object Earth?
|type=&quot;[]&quot;}
+ rain
+ snow
+ hail
+ neutron emission
- polar coronal holes
+ meteor emission
- rotation

{Complete the text:
|type=&quot;{}&quot;}
Match up the type of source with each of the possibilities below:
a source - A
a source or apparent source detected or created at or near the time of the event or events - B
a source or apparent source that transforms or transduces anything originating from a primary source  - C
a source or apparent source that selects (such as through selective absorption), distills, scatters, or reflects anything from a primary or secondary source - D
the point of origin of a ray, beam, or stream of small cross section traveling in a line - E
a natural source in the sky especially at night - F
a tertiary source { D (i) }.
a primary source { B (i) }.
an astronomical source { F (i) }.
a secondary source { C (i) }.
a radiation source { E (i) }
an entity from which something comes or is acquired { A (i) }.

{Background radiation may simply be any radiation that is?
|type=&quot;{}&quot;}
{ pervasive (i) }

{Which of the following are X-ray astronomy phenomena that may be associated with Venus?
|type=&quot;[]&quot;}
- scattering of solar X-rays
- reflection of solar X-rays
+ fluorescence of solar X-rays
+ lightning
- X-rays from rings
- diffuse X-ray background
+ soft X-ray emission

{True or False, An entity in X-ray astronomy is either an X-ray source or an X-ray object.
|type=&quot;()&quot;}
- TRUE
+ FALSE

{Which of the following is not a characteristic of an entity in X-ray astronomy?
|type=&quot;()&quot;}
- a theory for any natural X-ray source
- X-ray generation
- X-ray reflection
+ an analytical constant
- a common or ancient name

{Which of the following are X-ray astronomy phenomena that may be associated with Mercury?
|type=&quot;[]&quot;}
- lightning
+ surface composition
- electrons striking the ionosphere
- a geocorona
+ minerals high in magnesium
+ surface sulfur enrichment
- diffuse X-ray background
+ low-oxygen conditions

{Complete the text:
|type=&quot;{}&quot;}
Match up the radiation object with the likely source:
[[Image:Crmo volcanic bomb 20070516123632.jpg|thumb|left|100px]] - L
[[Image:Circinus X-1.jpg|thumb|left|100px]] - M
[[Image:Moon egret.jpg|thumb|left|100px]] - N
[[Image:Neusun1 superk1.jpg|thumb|left|100px]] - O
[[Image:Earth in ultraviolet from the Moon (S72-40821).jpg|thumb|left|100px]] - P
[[Image:PIA00072.jpg|thumb|left|100px]] - Q
[[Image:Io Color Eclipse Movie - PIA03450.gif|thumb|left|100px]] - R
[[Image:NGC 7048.jpg|thumb|left|100px]] - S
[[Image:HST NGC 5728 -O III- emission-line image.jpg|thumb|left|100px]] - T
a Craters of the Moon volcano { L (i) }.
violet image of Venus { Q (i) }.
active galactic nuclear region of NGC 5728 { T (i) }.
cosmic-ray bombardment of the Moon's surface { N (i) }.
blue lights from Io { R (i) }.
neutrino profile of the solar octant { O (i) }.
planetary nebula NGC 7048 { S (i) }.
ultraviolet image of the Earth { P (i) }.
a neutron star in a binary system { M (i) }.
{{clear}}

{Which of the following are cold dark matter gamma rays?
|type=&quot;[]&quot;}
+ expected signal comparable to background
+ annihilation radiation
- a pronounced cosmic-ray halo
+ difficult to separate from a dark halo
+ dwarf spheroidals
- weakly interacting massless particles

{Complete the text:
|type=&quot;{}&quot;}
A neutron star is a type of { stellar remnant|remnant|compact star (i) } that can result from the { gravitational collapse|collapse (i) } of a { massive star|star (i) } during a { Type II, Type Ib or Type Ic|Type II|Type Ib|Type Ic (i) } supernova event.

{Which of the following is not a characteristic of a sky?
|type=&quot;()&quot;}
- catching a beam
+ a stream of charged or neutral particles
- it may appear as a dome over the Earth your standing on
- impervious to some traveling rays
- a secondary-object hazard

{A method used to count the number of X-rays of a specific wavelength diffracted by a crystal?
|type=&quot;{}&quot;}
{ wavelength dispersive X-ray spectroscopy|WDS (i) }

{Electromagnetic radiation emitted by decelerating charged particles?
|type=&quot;{}&quot;}
{ bremsstrahlung radiation|bremsstrahlung (i) }

{Complete the text:
|type=&quot;{}&quot;}
Match up the item letter with each of the possibilities below:
synchrotron X-rays - A
power law - B
inverse Compton - C
thermal Bremsstrahlung - D
black body - E
cyclotron - F
Supergiant Fast X-ray Transients { D (i) }
Galactic diffuse emission { B (i) }.
Crab nebula { A (i) }.
continuum { C|D|E|A (i) }.
accretion disk { E (i) }.
strongly magnetized neutron stars { F (i) }.

{Which of the following are associated with electromagnetics?
|type=&quot;[]&quot;}
+ angular momentum transfer
+ solar wind
+ protons
+ electrons
- the baryon neutrino
+ charge neutralization

{Which of the following refer to an aspect of current cosmogonic models?
|type=&quot;[]&quot;}
- fragmentation of asteroids
+ accretion
- Mars
- Jupiter
+ transformation by accretion
+ kilometer-size objects
- hyperbolic comets
- asteroid belt
+ bodies comparable in size to the Earth

{Complete the text:
|type=&quot;{}&quot;}
Diamond nanocrystals (size 100 nm) emit bright { luminescence (i) } at 600–800 nm when exposed to green and yellow photons. The photoluminescence, arising from excitation of the { nitrogen-vacancy|nitrogen vacancy (i) } defect centers created by proton-beam { irradiation (i) } and thermal annealing, closely resembles the extended red emission (ERE) bands observed in reflection nebulae and { planetary (i) } nebulae. The central wavelength of the emission is 700 nm.

{Complete the text:
|type=&quot;{}&quot;}
An average neutron { flux (i) } is in neutrons cm&lt;sup&gt;-2&lt;/sup&gt; s&lt;sup&gt;-1&lt;/sup&gt; sr&lt;sup&gt;-1&lt;/sup&gt;.

{Which of the following is characteristic of the scattered disc
|type=&quot;[]&quot;}
+ a distant region of the solar system
+ the dwarf planet Eris
+ orbital eccentricites ranging up to 0.8
- inclinations as high as 50°
+ perihelia greater than 30 AU
+ Dysnomia

{Complete the text:
|type=&quot;{}&quot;}
Match up the theoretical astronomy idea with each of the possibilities below:
astronomical object - A
astronomical source - B
astronomical entity - C
star - D
interstellar medium - E
material - F
natural luminous body visible in the sky { D (i) }.
naturally from which something comes { B (i) }.
matter which may be shaped or manipulated { F (i) }.
an independent, separate, or self-contained existence { C (i) }.
the matter that exists in the space between the star systems { E (i) }
naturally in the sky especially at night { A (i) }.

{The incident beam may excite an electron in an inner shell, ejecting it from the shell while creating an?
|type=&quot;{}&quot;}
{ electron hole (i) }

{Complete the text:
|type=&quot;{}&quot;}
An electric dipole { moment (i) } may be in units of Coulomb meters.

{Which of the following are X-ray astronomy phenomena that may be associated with Mars?
|type=&quot;[]&quot;}
- scattering of solar X-rays
- reflection of solar X-rays
+ fluorescence of solar X-rays
+ lightning
- X-rays from rings
+ collisions with solar wind
+ soft X-ray emission

{What is a pfu?
|type=&quot;[]&quot;}
- a measure of neutron half-life suggested by Enrico Fermi
+ a particle flux
+ a unit per steradian (sr)
- the number of bubbles generated in a hydrogen bubble chamber used to detect neutrinos 
- Niels Bohr was opposed to the pfu interpretation of beta decay 
- a measure of the scatter energy of a neutrino hitting a proton

{The number and energy of the X-rays emitted from a specimen can be measured by an?
|type=&quot;{}&quot;}
{ energy-dispersive spectrometer|EDS|energy-dispersive X-ray spectrometer (i) }

{Which of the following are cosmogonical phenomenon associated with the Sun, or solar system?
|type=&quot;[]&quot;}
+ watery abyss
+ aphrodite
+ ''Hermeneutes''
- cold dark matter
+ Heracles
- unseen mass
+ Silver age

{Complete the text:
|type=&quot;{}&quot;}
Match up the item letter with each of the first astronomical source possibilities below:
Meteors - A
Cosmic rays - B
Neutrons - C
Protons - D
Electrons - E
Positrons - F
Gamma rays - G
Superluminals - H
cosmic rays { C|D (i) }
galactic nuclei { H (i) }.
comets { A (i) }.
electron-positron annihilation { G (i) }.
weak force nuclear decay { F (i) }.
AGNs { B (i) }.
511 keV photon pair production { E (i) }.
solar wind { D (i) }.

{Complete the text:
|type=&quot;{}&quot;}
Match up the item letter with each of the possibilities below:
E0 - A
E1 - B
E2 - C
E3 - D
E4 - E
E5 - F
E6 - G
E7 - H
[[Image:Maf1atlas.jpg|thumb|left|100px]] { D (i) }.
[[Image:M32 Lanoue.png|thumb|left|100px]] { C (i) }.
[[Image:Messier 105 2MASS.jpg|thumb|left|100px]] { H (i) }.
[[Image:Ngc185 rgb combined.jpg|thumb|left|100px]] { A (i) }.
[[Image:2MASS NGC 4125 JHK.jpg|thumb|left|100px]] { G (i) }.
[[Image:NGC 1427 Hubble WikiSky.jpg|thumb|left|100px]] { F (i) }.
[[Image:M105 (37482401952).jpg|thumb|left|100px]] { B (i) }.
[[Image:Coma Cluster of Galaxies (visible, wide field).jpg|thumb|left|100px|at left]] { E (i) }.
{{clear}}

{Complete the text:
|type=&quot;{}&quot;}
With the modulation collimator, the amplitude ( { intensity (i) } ) of the incoming { X-rays (i) } is reduced by the presence of { two or more (i) } diffraction gratings of { parallel wires (i) } that block or greatly reduce that portion of the { signal (i) } incident upon the wires.

{True or False, An error circle on the celestial sphere about a detected X-ray source is an X-ray object.
|type=&quot;()&quot;}
- TRUE
+ FALSE

{Which phenomenon are associated with cold dark matter?
|type=&quot;[]&quot;}
+ unseen mass
-  a bubble in space
+ range of masses of galaxies
- hot neutrinos
+ Einstein-de-Sitter 'flat' universe
+ the cosmological density parameter Ω

{The cosmic infrared background (CIB) causes a significant attenuation for very high energy protons through inverse Compton scattering, photopion and electron-positron pair production.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Complete the text:
|type=&quot;{}&quot;}
Match up the letter of the spherical object with each of the possibilities below:
Sun - A
Mercury - B
Venus - C
Earth - D
Moon - E
Mars - F
Ceres - G
Jupiter - H
Callisto - I
Europa - J
Ganymede - K
Io - L
Enceladus - M
Titan - N
Uranus - O
Titania - P
Neptune - Q
Triton - R
Pluto - S
[[Image:Enceladus in the Visual.jpg|thumb|left|100px]] { M (i) }.
[[Image:Triton moon mosaic Voyager 2 (large).jpg|thumb|left|100px]] { R (i) }.
[[Image:Io highest resolution true color.jpg|thumb|left|100px]] { L (i) }.
[[Image:Vg1 1567237.tiff|thumb|left|100px]] { H (i) }.
[[Image:Ceres optimized.jpg|thumb|left|100px]] { G (i) }.
[[Image:Europa-moon.jpg|thumb|left|100px]] { J (i) }.
[[Image:Titania (moon) color cropped.jpg|thumb|left|100px]] { P (i) }.
[[Image:Pluto animiert.gif|thumb|left|100px]] { S (i) }.
[[Image:The Earth seen from Apollo 17.jpg|thumb|left|100px]] { D (i) }.
[[Image:Uranus2.jpg|thumb|left|100px]] { O (i) }.
[[Image:Moon Farside LRO.jpg|thumb|left|100px]] { E (i) }.
[[Image:Callisto.jpg|thumb|left|100px]] { I (i) }.
[[Image:Moon Ganymede by NOAA.jpg|thumb|left|100px]] { K (i) }.
[[Image:Neptune.jpg|thumb|left|100px]] { Q (i) }.
[[Image:Two Halves of Titan.png|thumb|left|100px]] { N (i) }.
[[Image:HI6563 fulldisk.jpg|thumb|left|100px]] { A (i) }.
[[Image:2005-1103mars-full.jpg|thumb|left|100px]] { F (i) }.
[[Image:Venus-real color.jpg|thumb|left|100px]] { C (i) }.
[[Image:Mercury in color - Prockter07 centered.jpg|thumb|left|100px]] { B (i) }.
{{clear}}

{True or False, Inverse Compton scattering allows low energy electromagnetic radiation to become high energy electromagnetic radiation.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Which of the following are X-radiation astronomy phenomena associated with the Crab Nebula?
|type=&quot;[]&quot;}
- a core which emits neutrinos
+ low-energy X-rays detected by the Chandra X-ray Observatory
- &lt;sup&gt;26&lt;/sup&gt;Al
- undetectable with balloon-borne detectors
+ hard X-rays
+ steady enough emission to be used as a standard for X-ray emission
- observed with X-rays in 1731
+ Taurus X-1

{Complete the text:
|type=&quot;{}&quot;}
The { delta-ray|delta ray (i) } tracks in emulsion chambers have been used for { direct (i) } measurements of { cosmic-ray|cosmic ray (i) } nuclei above { 1 TeV/nucleon (i) } in a series of balloon-borne experiments.

{Complete the text:
|type=&quot;{}&quot;}
Match up the imaging system letter with the image possibilities below:
Compton Gamma Ray Observatory (EGRET) - A
XMM Newton - B
Fermi Gamma-ray Space Telescope - C
Lunar Orbiter Gamma-Ray Spectrometer - D
BATSE - E
Mars Odyssey GRS - F
GLAST - G
Swift (X-ray/Gamma-ray mission) - H
[[Image:PIA04256 Map of Martian Silicon at Mid-Latitudes.jpg|thumb|left|100px]] { F (i) }
[[Image:Geminga-1.jpg|thumb|left|100px]] { B (i) }.
[[Image:Moon egret.jpg|thumb|left|100px]] { A (i) }.
[[Image:GRB 080319B.jpg|thumb|left|100px]] { H (i) }.
[[Image:Antimatter Explosions.ogv|thumb|left|100px]] { C (i) }.
[[Image:267641main allsky labeled HI.jpg|thumb|left|100px]] { G (i) }.
[[Image:7107.tnl.jpg|thumb|left|100px]] { E (i) }.
[[Image:Moonthorium-med.jpg|thumb|left|100px]] { D (i) }.
{{clear}}

{Which of the following is not a characteristic of an entity in X-ray astronomy?
|type=&quot;()&quot;}
- a theory for any natural X-ray source
+ produces refereed journal articles on the CGB
- X-ray generation
- X-ray reflection
- a common or ancient name

{Which of the following is not a characteristic of SFXTs?
|type=&quot;()&quot;}
- short outbursts
+ well fitted with a thermal synchrotron spectrum
- OB supergiants
- X-ray binaries
- a growing number of transients

{Random fluctuations in the intensity of radio waves of celestial origin, on a timescale of a few seconds is referred to as interplanetary?
|type=&quot;{}&quot;}
{ scintillation (i) }

{Complete the text:
|type=&quot;{}&quot;}
Ordinary glass is partially { transparent (i) } to UVA but is { opaque (i) } to shorter wavelengths, whereas silica or { quartz (i) } glass, depending on quality, can be { transparent (i) } even to vacuum UV wavelengths.

{[[Image:Focal ratio.svg|right|100px]] Which of the following are associated with the image at right?
|type=&quot;[]&quot;}
+ the blue object represents a plano-convex lens
-  the blue object represents a plano-concave lens
+ a simple optical system
- a focal length '''D'''
+ an objective lens
+ an aperture
{{clear}}

{Complete the text:
|type=&quot;{}&quot;}
In most photography and all { telescopy (i) }, where the subject is essentially { infinitely (i) } far away, longer focal length ( { lower (i) } optical power) leads to higher { magnification (i) } and a narrower angle of view.

{In a plano-convex lens the second radius of curvature is?
|type=&quot;{}&quot;}
{ infinite (i) }

{[[Image:Aperture diagram.svg|right|thumb|100px]] In the image at right of decreasing aperture sizes, each aperture has how much light gathering area of the previous one?
|type=&quot;{}&quot;}
{ half (i) }
{{clear}}

{True or False, The radius of the proton is 4 percent smaller than previously estimated.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Complete the text:
|type=&quot;{}&quot;}
The spectral region bounded on the long wavelength side by the atmospheric { ozone (i) } absorption and on the short wavelength side by the photoionization of interstellar { hydrogen (i) } is the ultraviolet.

{[[Image:lens aperture side.jpg|right|thumb|100px]] In the image at right, at what f-number is the lens aperture system set at?
|type=&quot;{}&quot;}
{ f/11 (i) }
{{clear}}

{A device that narrows a beam of particles or waves is a?
|type=&quot;{}&quot;}
{ collimator (i) }

{Complete the text:
|type=&quot;{}&quot;}
Match up the object viewed in the ultraviolet with its image:
Sun's chromosphere- L
calcite - M
Venus - N
Jupiter's aurora - O
Jupiter - P
Io - Q
Saturn - R
Betelgeuse - S
Mira - T
LAB-1 - U
Messier 101 - V
[[Image:STEREO B EUVI 171.jpg|thumb|left|100px]] { L (i) }.
[[Image:Opo9913e.jpg|thumb|left|100px]] { Q (i) }.
[[Image:Mira the star-by Nasa alt crop.jpg|thumb|left|100px]] { T (i) }.
[[Image:Venuspioneeruv.jpg|thumb|left|100px]] { N (i) }.
[[Image:Aurora Saturn.jpg|thumb|left|100px]] { R (i) }.
[[Image:Jupiter.Aurora.HST.UV.jpg|thumb|left|100px]] { O (i) }.
[[Image:Lyman-alpha blob LAB-1.jpg|thumb|left|100px]] { U (i) }
[[Image:Betelgeuse star hubble-580x580.jpg|thumb|left|100px]] { S (i) }.
[[Image:Hubble Space Telescope Image of Fragment BDGLNQ12R Impacts.jpg|thumb|left|100px]] { P (i) }.
[[Image:Calcite LongWaveUV HAGAM.jpg|thumb|left|100px]] { M (i) }.
[[Image:M101 UIT.gif|thumb|left|100px]] { V (i) }.
{{clear}}

{Which of the following radiation phenomena are associated with the ultraviolet?
|type=&quot;[]&quot;}
+ He II lines
+ B I line
+ Be II lines
+ carbon III line
- Hβ emission
+ oxygen O I lines

{Complete the text:
|type=&quot;{}&quot;}
Match up the description with each of the optical astronomy possibilities below:
Palomar's 5 m - L
adaptive optics poc - M
AO actuators - N
Mars Global Surveyor - O
star-forming regio - P
Warner &amp; Swasey - Q
protoplanetary nebula - R
SkyMapper - S
Mauna Kea - T
full-color of Mercury - U
Hubble Space Telescope of carbon star - V
supernova remnant - W
HESS - X
line of sight - Y
[[Image:HaleTelescope-MountPalomar.jpg|thumb|left|100px]] { L (i) }.
[[Image:U Camelopardalis.jpeg|thumb|left|100px]] { V (i) }.
[[Image:USNO Refractor 1904.jpg|thumb|left|100px]] { Q (i) }.
[[Image:Canada-France-Hawaii Telescope with moon.jpg|thumb|left|100px]] { T (i) }.
[[Image:Sig07-009.jpg|thumb|left|100px]] { Y (i) }.
[[Image:GTC Active Optics Acutators.jpg|thumb|left|100px]] { N (i) }.
[[Image:Mercury in color - Prockter07 centered.jpg|thumb|left|100px]] { U (i) }.
[[Image:Egg Nebula HST.jpg|thumb|left|100px]] { R (i) }.
[[Image:HESS-dark-full.jpg|thumb|left|100px]] { X (i) }.
[[Image:Earth and Moon from Mars PIA04531.jpg|thumb|left|100px]] { O (i) }.
[[Image:SkyMapper and 2.3m.jpg|thumb|left|100px]] { S (i) }.
[[Image:Grand star-forming region R136 in NGC 2070 (visible and ultraviolet, captured by the Hubble Space Telescope).jpg|thumb|left|100px]] { P (i) }.
[[Image:Supernova remnant IC 443.jpg|thumb|left|100px]] { W (i) }.
[[Image:AO proof of concept.jpg|thumb|left|100px]] { M (i) }.
{{clear}}

{True or False, The Russian Okno system is an optoelectronic, manually operated system for monitoring and surveillance of space objects integrated to the KRONA system of space recognition.
|type=&quot;()&quot;}
- TRUE
+ FALSE

{The slowing down of a projectile proton due to the inelastic collisions between bound electrons in the medium and the proton moving through it?
|type=&quot;{}&quot;}
{ electronic stopping power (i) }

{True or False, An antiproton is a proton moving backward in time.
|type=&quot;()&quot;}
- TRUE
+ FALSE

{Complete the text:
|type=&quot;{}&quot;}
The interstellar medium is the gas and { cosmic (i) } dust that pervade { interstellar (i) } space and is the matter that exists between the { stars|star systems (i) } within a { galaxy (i) }. It blends smoothly into the surrounding { intergalactic (i) } medium.

{Which of the following is not a characteristic of a meteor in X-ray astronomy?
|type=&quot;()&quot;}
- a detection of iron or nickel
- determination of quantitative proportions
- X-ray reflection
- X-ray scattering
+ a meteorite impact site

{True or False, To fall into the class of intermediate X-ray binaries, the X-ray source must be intermediate in luminosity.
|type=&quot;()&quot;}
- TRUE
+ FALSE

{Complete the text:
|type=&quot;{}&quot;}
An aerometeor is a { discrete (i) } unit of air traveling or { falling (i) } through an atmosphere.

{The use of the principle of line of sight allows what phenomenon to be determined?
|type=&quot;()&quot;}
+ the Moon is closer to the Earth than the Sun
- the planet Mercury is nearer to the Earth than Venus
- any cumulus cloud overhead follows the Sun across the sky
- the plane of the Earth's orbit around the Sun is in the plane of the galaxy
- the surface of the photosphere of the Sun is hotter than the surface of Mars
- lightning always precedes rain

{True or False, The surface of the Sun is a known source of neutrons.
|type=&quot;()&quot;}
- TRUE
+ FALSE

{Complete the text:
|type=&quot;{}&quot;}
Lens-shaped { crystals|crystal (i) } have long been known from { Bronze (i) } Age contexts.

{Which of the following may be true regarding the interacting galaxies of UGC 9618?
|type=&quot;[]&quot;}
+ the pair of galaxies appear to be interacting rather than a mere galaxy double
+ a lack of luminous sources at any wavelength in the interaction volume
+ asymmetry is approximately centered on the interaction volume
+ a common origin originally between them
+ the large X-ray output surrounding primarily the more central portion of the edge-on galaxy suggests a very high temperature galactic coronal cloud
+ the infrared portion of the composite image with ultraviolet strongly suggests that the edge-on galaxy is much cooler in general than the face-on galaxy
+ orange and yellow astronomy reveal that the edge-on galaxy may be composed of older or cooler stars
- VV340A appears to be more than 33 % involved in the interaction

{Complete the text:
|type=&quot;{}&quot;}
An astronomical X-ray source catalog is a list or { table|tabulation (i) } of astronomical { objects|sources|entities (i) } that are X-ray { sources (i) }, typically grouped together because they share a common { type (i) }, morphology, { origin (i) }, means of detection, or method of { discovery (i) }.

{Which of the following are X-radiation astronomy phenomena associated with the Ulysses spacecraft?
|type=&quot;[]&quot;}
+ hard X-ray detectors
+ CsI(Tl) scintillators
+ soft X-ray detectors
- windowless soft X-ray detectors
+ detected soft X-ray emission inside two solar radii over the poles
+ higher energy X-rays detected with a maximum at about five solar radii over the poles
- observed X-rays in the 1980s
- discovered Circinus X-1

{True or False, The energy that occupies the same volume as the interstellar medium in the form of electromagnetic radiation is the interstellar radiation field.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{True or False, If the energy of the incoming electrons is 700 MeV and the flux is 8.48 x 10&lt;sup&gt;4&lt;/sup&gt; e&lt;sup&gt;-&lt;/sup&gt; cm&lt;sup&gt;-2&lt;/sup&gt; s&lt;sup&gt;-1&lt;/sup&gt;, then the interstellar electron influx is sufficient to heat the photosphere to its effective temperature and heat the coronal clouds to at least a few MK.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Which of the following are characteristic of interstellar extinction?
|type=&quot;[]&quot;}
+ redder color indices
- closer stars more affected
+ color excess
+ observed color index minus intrinsic color index
- red shift
- blue shift

{Of the discovery of the first extrasolar X-ray source, the instrumentation had been designed for an attempt to observe X-rays from the
|type=&quot;{}&quot;}
{ moon (i) }

{Which types of radiation astronomy directly observe the rocky-object surface of Venus?
|type=&quot;[]&quot;}
- meteor astronomy
- cosmic-ray astronomy
- neutron astronomy
- proton astronomy
- beta-ray astronomy
- neutrino astronomy
- gamma-ray astronomy
- X-ray astronomy
- ultraviolet astronomy
- visual astronomy
- infrared astronomy
- submillimeter astronomy
+ radio astronomy
+ radar astronomy
+ microwave astronomy
- superluminal astronomy

{Which of the following is not characteristic of a neutrino?
|type=&quot;()&quot;}
- neutrinos are affected by the weak nuclear force
+ produced by a positron annihilating an electron
- a decay product of a neutron
- produced by the near surface fusion on the Sun
- may have a mass 
- comes in mutable varieties

{Complete the text:
|type=&quot;{}&quot;}
Match up the item letter with each of the possibilities below:
Einstein ring - A
stellar nebula - B
Andromeda galaxy - C
Triplet galaxies interacting - D
Hubble galaxies - E
Dark matter halo simulation - F
Fairall 9 (Seyfert galaxy in X-rays) - G
Tycho Brahe observatory, remotely controlled telescope, captured galaxy - H
[[Image:Andromeda's Colorful Rings.jpg|thumb|left|100px]] { C (i) }.
[[Image:Galax.png|thumb|left|100px]] { H (i) }.
[[Image:A Horseshoe Einstein Ring from Hubble.JPG|thumb|left|100px]] { A (i) }.
[[Image:SWIFT J0123.9-5846 Hard X-ray.jpg|thumb|left|100px]] { G (i) }.
[[Image:Dark matter halo.png|thumb|left|100px]] { F (i) }.
[[Image:AmCyc Nebula - Stellar Nebula.jpg|thumb|left|100px]] { B (i) }.
[[Image:Dorian Gray.jpg|thumb|left|100px]] { E (i) }.
[[Image:Cosmic Interactions.jpg|thumb|left|100px]] { D (i) }.
{{clear}}

{What are some of the characteristics of Jovian electrons?
|type=&quot;[]&quot;}
+ hard spectrum
+ Jovian electrons near Earth are on their way to the Sun
+ an energy power law
+ flux increases with 27 day periodicities 
- at 1 AU, flux decreases exhibit a short-term modulation of 13 minutes 
- come in mutable varieties

{Complete the text:
|type=&quot;{}&quot;}
Any of many  { mathematical relationships (i) } in which something is related to something else by an equation of the form f(x) = a·x&lt;sup&gt;k&lt;/sup&gt; is called a  { power law (i) }.

{Space radiation may be classified according to origin as?
|type=&quot;[]&quot;}
+ galactic cosmic radiation
- charged particles in large clouds
+ solar particle radiation
- interaction with the geo-electric field 
- protons and electrons 
+ geomagnetically trapped particle radiation

{Which of the following is not a characteristic of the diffuse X-ray background?
|type=&quot;()&quot;}
+ a higher intensity than the CMB
- isotropic X-ray flux
- a wide range of energies
- a general increase in intensity from the Galactic plane to the poles
- a thermal emission at the lowest energies

{Which of the following are X-ray astronomy phenomena that may be associated with comets?
|type=&quot;[]&quot;}
- lightning
+ solar wind
+ a sunward region
- a geocorona
- minerals high in magnesium
- solar X-rays
- diffuse X-ray background
- low-oxygen conditions

{Which of the following are associated with X-radiation?
|type=&quot;[]&quot;}
+ spans three decades in wavelength
+ spans three decades in frequency
+ spans three decades in energy
+ emitted by &lt;sup&gt;26&lt;/sup&gt;Al
+ coronal clouds
+ 60 keV electromagnetic radiation
+ 90 eV electromagnetic radiation
- visually dark source

{Which of the following are radiation astronomy phenomena associated with the plasma-object the Sun?
|type=&quot;[]&quot;}
+ coronal clouds
+ H&lt;sup&gt;1-&lt;/sup&gt; ions
+ X-rays
+ neutron emission
+ polar coronal holes
+ meteor emission
- rotation

{Which of the following are determined by the CRS aboard Voyager 1?
|type=&quot;[]&quot;}
+ origin
+ acceleration process
- neutrinos
+ life history
+ dynamic contribution
+ nucleosynthesis
+ behavior in the interplanetary medium
- X-rays
- ultraviolets
- visuals
- trapped particle environment
+ a steady rise in May 2012 of collisions with high energy particles above 70 MeV
+ a dramatic drop in collisions in late August

&lt;/quiz&gt;

==Hypotheses==
{{main|Hypotheses}}
# Polling of page views may indicate if the quiz length is an issue.
# Questions of greater technicality may be preferred.

==See also==
{{div col|colwidth=12em}}
* [[Astronomy/Quiz]]
* [[Green astronomy/Quiz]]
* [[Principles of radiation astronomy/Hourly 1]]
* [[Radiation chemistry/Quiz|Radiation astrochemistry/Quiz]]
* [[Radiation geography/Quiz|Radiation astrogeography/Quiz]]
* [[Radiation history/Quiz|Radiation astrohistory/Quiz]]
* [[Radiation astronomy/Quiz]]
* [[Theoretical radiation astronomy/Quiz]]
{{Div col end}}

==External links==
* [http://www.iau.org/ International Astronomical Union]
* [http://nedwww.ipac.caltech.edu/ NASA/IPAC Extragalactic Database - NED]
* [http://nssdc.gsfc.nasa.gov/ NASA's National Space Science Data Center]
* [http://www.adsabs.harvard.edu/ The SAO/NASA Astrophysics Data System]
* [http://cas.sdss.org/astrodr6/en/tools/quicklook/quickobj.asp SDSS Quick Look tool: SkyServer]
* [http://simbad.u-strasbg.fr/simbad/ SIMBAD Astronomical Database]
* [http://simbad.harvard.edu/simbad/ SIMBAD Web interface, Harvard alternate]
* [http://nssdc.gsfc.nasa.gov/nmc/SpacecraftQuery.jsp Spacecraft Query at NASA]
* [http://heasarc.gsfc.nasa.gov/cgi-bin/Tools/convcoord/convcoord.pl Universal coordinate converter]

&lt;!-- footer templates --&gt;
{{Principles of radiation astronomy}}{{tlx|Radiation astronomy resources}}{{Sisterlinks|Radiation astronomy}}

&lt;!-- categories --&gt;
[[Category:Astrophysics quizzes]]
[[Category:Radiation astronomy quizzes]]
[[Category:Radiation quizzes]]</text>
      <sha1>j8gijj68bm9bqr749poerssfq6dydkq</sha1>
    </revision>
  </page>
  <page>
    <title>User:Guy vandegrift/Editorial tricks</title>
    <ns>2</ns>
    <id>157776</id>
    <revision>
      <id>2408475</id>
      <parentid>2392411</parentid>
      <timestamp>2022-07-21T21:54:50Z</timestamp>
      <contributor>
        <username>Guy vandegrift</username>
        <id>813252</id>
      </contributor>
      <comment>/* Footnotes */</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="20039" xml:space="preserve">[[User:Guy vandegrift/Sandbox/1]][[QB]] **[[w:Template:Graph:Chart]]
*https://www.tablesgenerator.com/mediawiki_tables
&lt;nowiki&gt;{{subst:welcome}}&lt;/nowiki&gt;
&lt;small&gt;https://tools.wmflabs.org/excel2wiki/ .&lt;/small&gt;
{{User:Guy_vandegrift/T/Usertitle}}
{{User:Guy vandegrift/T/Projects}} [https://ftools.toolforge.org/ ftools.toolforge.org] [[w:Template:Committed_identity]]
=== small div with reduced linebreaks===
&lt;div style=&quot;font-size:75%; line-height: 1em&quot;;&gt; small &lt;/div&gt;
===regex expression for footnotes===
&lt;pre&gt;&lt;nowiki&gt;\&lt;ref&gt;(.*?)&lt;/ref&gt;&lt;/nowiki&gt;&lt;/pre&gt;
===Editing tools===
&lt;nowiki&gt;{{REVISIONID}}&lt;/nowiki&gt;={{REVISIONID}} .. Titleparts:{{Titleparts|1}} . {{Titleparts|2}} . {{Titleparts|3}}

&lt;nowiki&gt;{{TOC limit|2}}  {{Citation needed}}   {{tl2|Cite journal}}&lt;/nowiki&gt;

*[[mw:Help:Magic_words]]999
*&lt;nowiki&gt;&amp;lt;syntaxhighlight lang='matlab'&amp;gt;&lt;/nowiki&gt;

better way to break: &lt;nowiki&gt;&lt;wbr&gt;&amp;nbsp;&lt;/nowiki&gt; (contains nbsp)

See [[w:Wikipedia:Advanced text formatting]] and [[w:User:Guy vandegrift/sandbox]] (w:Editorial tricks)

&lt;pre&gt;International Phonetic Alphabet - SIL
International Phonetic Alphabet - X-SAMPA
Use native keyboardCTRL+M ...Which do I want?&lt;/pre&gt;
====Download====
([[file:OOjs UI icon download.svg|18px]]&lt;span class=&quot;plainlinks&quot;&gt;[https://en.wikiversity.org/w/index.php?title=Special:ElectronPdf&amp;page={{Space_to_underscore|{{FULLPAGENAME}}}} Download]&lt;/span&gt;)
==numbered equations==
{{NumBlk|:|&lt;math&gt;
 E=mc^2         
 &lt;/math&gt;|{{EquationRef|G5}}}} 

{{EquationRef|G5}} 

{{NumBlk|:|a|b}}

&lt;cite&gt;h&lt;/cite&gt;
*In [[Divergence theorem]] I used [[Template:NumBlk]] and referenced using '''Equation{{spaces|1}}5''':

{{NumBlk|2=&lt;math&gt;\mathbf{\vec F}=F_x(x)\mathbf\hat i + F_y(x)\mathbf\hat j&lt;/math&gt;
|3=5}}

*In [[Poynting's theorem]]  I used [[Template:NumBlk]]:

{{NumBlk|:|&lt;math&gt;dV\rightarrow dxdydz \leftrightarrow d\tau \leftrightarrow d^3x \leftrightarrow d\mathcal{V}_\text{ol}&lt;/math&gt;|1|LnSty=1px dashed}}
===Two templates I might like===
{{See|w:Template:EquationRef|w:Template:EquationNote}}

===Possible problem===
In [[Rule_of_product]] I used {{EquationRef|Figure 3}} as the link and {{EquationNote|Figure 2}}as the target.  The templates are [[Template:EquationRef]] as link [[Template:EquationNote]] as target.

'''No space is allowed after EquationNote:''' &lt;nowiki&gt;{{EquationNote|Figure 2}}as the target.&lt;/nowiki&gt; yields {{EquationNote|Figure 2}}as the target.

*In [[Draft:Information theory/Permutations and combinations]] I place equation ref in front: {{EquationRef|Eq. 2}}{{spaces|2}}&lt;math&gt;\binom{n}{k}=\frac{n!}{k!(n-k)!}=\frac{3!}{2!1!}&lt;/math&gt; and refer using the internal link: bla bla {{EquationNote|Fig. 5}}to arbitrary values on {{math|n}} and {{math|k}} as as stated at {{EquationNote|Eq. 2}}.On the other hand, an important restriction results from using a three-dimensional box to account for '''''duplicate''''' words
 [[Template:EquationNote]] is '''not advised''' due to unexpected results. In the above example the * (Bullet list) symbol forces the pagebreak.
-----

==Navbars and Draftspace==
[[:Category:Navigational templates]] | [[Template:EasyNav]] | [[Template:Draftspace]]

==Help pages==
===Latex===
*[[Wikipedia:Help:Displaying_a_formula]]
*[[Wikibooks:LaTeX/Special Characters]]
===Wikitext equation alphabet===
&lt;math&gt;QWERTYUIOP\;ASDFGHJKL \;ZXCVBNM&lt;/math&gt;

&lt;math&gt;qwertyuiop\;asdfghjkl\;zxcvbnm&lt;/math&gt;

===Text and transclusion===

[[w:Help:Wiki_markup#Special_characters]]
====Printing beyond the window====
&lt;pre style=&quot;white-space: pre; 
white-space: -moz-pre; 
white-space: -pre; 
white-space: -o-pre;&quot;&gt;
&lt;nowiki&gt;
38-Newfunction: row1: {&lt;!--c24ElectromagneticWaves_displacementCurrent_2--&gt;A circlular capactitor of radius  3.2 m has a gap of 13 mm, and a charge of 49 &amp;mu;C.  Compute the surface integral  &lt;math&gt;c^{-2}\oint\vec E\cdot d\vec A&lt;/math&gt; over an inner face of the capacitor.}
38-Newfunction: row3: {&lt;!--AstroApparentRetroMotion_7--&gt; If a planet that is very, very far from the Sun begins a retrograde, how many months must pass before it begins the next retrograde?  }
38-Newfunction: row4: {&lt;!--AstroGalileanMoons_5--&gt;Immediately after publication of Newton's laws of physics (Principia), it was possible to &quot;calculate&quot; the mass of Jupiter.  What important caveat applied to this calculation?   }
38-Newfunction: row5: {&lt;!--AstroLunarphasesAdvancedB_53--&gt;At 6pm a waning crescent moon would be} 
38-Newfunction: row6: {&lt;!--c22Magnetism_ampereLawSymmetry_3--&gt;H is defined by, B=&amp;mu;&lt;sub&gt;0&lt;/sub&gt;H, where B is magnetic field. A current of 84A passes along the z-axis.  Use symmetry to find the integral, &lt;math&gt;\int \vec H\cdot\vec{d\ell}&lt;/math&gt;, from the point {{nowrap begin}}(0,9.3){{nowrap end}} to the point {{nowrap begin}}(9.3,9.3){{nowrap end}}.}
Lorem ipsum dolor sit amet, consectetur adipisicing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum. Curabitur pretium tincidunt lacus. Nulla gravida orci a odio. Nullam varius, turpis et commodo pharetra, est eros bibendum elit, nec luctus magna felis sollicitudin mauris. Integer in mauris eu nibh euismod gravida. Duis ac tellus et risus vulputate vehicula. Donec lobortis risus a elit. Etiam tempor. Ut ullamcorper, ligula eu tempor congue, eros est euismod turpis, id tincidunt 
&lt;/nowiki&gt;
&lt;/pre&gt;

====Textfiles====

fprintf(fout,'%s\n','text');
====Centered and right margined text====
&lt;pre&gt;
center:
&lt;div class=&quot;center&quot; style=&quot;width: auto; margin-left: auto; margin-right: auto;&quot;&gt;text&lt;/div&gt;
center small:
&lt;div class=&quot;center&quot; style=&quot;width: auto; margin-left: auto; margin-right: auto;&quot;&gt;text&lt;/div&gt;
right:
&lt;div style=&quot;text-align: right; direction: ltr; margin-left: 1em;&quot;&gt;text&lt;/div&gt; 
right small:
&lt;div style=&quot;text-align: right; direction: ltr; margin-left: 1em;&quot;&gt;text&lt;/div&gt; 

&lt;/pre&gt; 
*[[w:Help:Wiki_markup#Center_text|Center text]]
*[[Template:Blockquote]]

====Converting equation into image format====
See image and caption to the right: The first six rows of Pascal's triangle
&lt;div class=&quot;thumb tright&quot;&gt;
&lt;div style=&quot;width:500px;&quot;&gt;
&lt;math&gt;
\begin{array}{lc}
(a+b)^0= &amp;
{\color{Red}\boldsymbol{1}} 
\\
(a+b)^1=  &amp; 
{\color{Red}\boldsymbol{1}}a+{\color{Red}\boldsymbol{1}}b
\\
(a+b)^2=  &amp;
{\color{Red}\boldsymbol{1}}a^2+{\color{Red}\boldsymbol{2}}ab+{\color{Red}\boldsymbol{1}}b^2
\\
(a+b)^3=  &amp;
{\color{Red}\boldsymbol{1}}a^3+{\color{Red}\boldsymbol{3}}a^2b+{\color{Red}\boldsymbol{3}}ab^2+{\color{Red}\boldsymbol{1}}b^3
\\
(a+b)^4=  &amp;
{\color{Red}\boldsymbol{1}}a^4+{\color{Red}\boldsymbol{4}}a^3b+{\color{Red}\boldsymbol{6}}a^2b^2+{\color{Red}\boldsymbol{4}}ab^3+ {\color{Red}\boldsymbol{1}}b^4
\\                                     
\end{array}
&lt;/math&gt;
&lt;div class=&quot;thumbcaption&quot;&gt;
The first six rows of Pascal's triangle&lt;/div&gt;
&lt;/div&gt;
&lt;/div&gt;

====Transclusion====
See '''[[#Labeled and unlabeled transclusion|below]]''' for actual templates for copy/paste
*[[w:Wikipedia:Transclusion#Selective_transclusion template transclusion]] How to transclude a labeled section from a template or another website.
*[[w:Help:Labeled_section_transclusion|Labeled section transclusion]]
**[[mw:Extension:Labeled_Section_Transclusion|Labeled Section Transclusion (wikimedia.org)]]

====Import requests====
*[[Wikiversity:Import| Import request]]

===Symbols and colors===
*&amp;‌#2384; &amp;‌#x0950; ॐ &lt;span class=&quot;Unicode&quot;&gt;U+0950 &lt;/span&gt;
* A&amp;#8407;B
*[[w:User:Guy_vandegrift/sandbox#Symbols]]
* html tags such as &amp;infin; &amp;alpha; &amp;#8467; &amp;frac12; &amp;asymp; &amp;plusmn;(&amp;infin &amp;alpha &amp;#8467 &amp;frac12 &amp;asymp &amp;plusmn)... can be found at 
**http://www.freeformatter.com/html-entities.html
**http://www.dionysia.org/html/entities/symbols.html
**http://www.w3schools.com/charsets/ref_html_entities_4.asp
* html tags: http://www.w3schools.com/charsets/ref_utf_math.asp
* [http://www.rpi.edu/dept/arc/training/latex/LaTeX_symbols.pdf Great Big List of Latex Symbols]
* [https://en.wikipedia.org/wiki/Miscellaneous_Symbols Wikitext Symbols]:Sun☉ Star☆ Moon☽ Earth♁ⴲ [[w:Astronomical_symbols#Symbols_for_the_planets|planets]]
*[[w:List_of_colors_(compact)]]

*http://www.javascripter.net/faq/mathsymbols.htm &lt;code&gt;&amp;deg;&lt;/code&gt;

===Tags: http://www.w3schools.com/charsets/default.asp===
*[[metametawiki:Help:HTML in wikitext]]

==Multiple equations&lt;ref&gt;https://en.wikipedia.org/wiki/Help:Displaying_a_formula#Multiple_equations&lt;/ref&gt; ==
&lt;math&gt;\begin{matrix}
u &amp; = \tfrac{1}{\sqrt{2}}(x+y) \qquad &amp; x &amp;= \tfrac{1}{\sqrt{2}}(u+v)\\
v &amp; = \tfrac{1}{\sqrt{2}}(x-y) \qquad &amp; y &amp;= \tfrac{1}{\sqrt{2}}(u-v)
\end{matrix}&lt;/math&gt;
&amp;nbsp;
&lt;syntaxhighlight lang=&quot;text&quot;&gt;
&lt;math&gt;\begin{align}
11 &amp; = 12 &amp; 13  \\
21 &amp; = 22 &amp; y 23
\end{align}&lt;/math&gt;
&lt;/syntaxhighlight&gt;
===trial===
&lt;math&gt;\left[\begin{array}{c|c}
     x -2\sigma         &amp;        \sigma           &amp;         0   \\

      2\sigma         &amp;       -2\sigma-\beta\epsilon        &amp;     \beta\epsilon 
\end{array}\right]&lt;/math&gt;

===arrays1===
&lt;math&gt;\left[\begin{array}{c|c}
     x -2\sigma         &amp;        \sigma           &amp;         0   \\
\hline
      2\sigma         &amp;       -2\sigma-\beta\epsilon        &amp;     \beta\epsilon    \\
\hline
     0             &amp;        \epsilon            &amp;  x -\alpha   -\epsilon   
\end{array}\right]\cdot\left[\begin{array}{c|c}
     y_1   \\
\hline
      y_2   \\
\hline
     y_A  
\end{array}\right] = 0
&lt;/math&gt;

===arrays2===
&lt;math&gt;\begin{pmatrix}
     x -2\sigma         &amp;        \sigma           &amp;         0   \\

      2\sigma         &amp;       -2\sigma-\beta\epsilon        &amp;     \beta\epsilon    \\

     0             &amp;        \epsilon            &amp;  x -\alpha   -\epsilon   
\end{pmatrix}\cdot\begin{bmatrix}
     y_1   \\

      y_2   \\

     y_A  
\end{bmatrix}\ = 0
&lt;/math&gt;

==Labeled and unlabeled transclusion==
===Transclusion of unlabeled sections===
&lt;nowiki&gt;{{#lsth:OpenStax College|See_Also}}&lt;/nowiki&gt;
{{cot|click to view transclusion}}
{{#lsth:OpenStax College|See Also}}
{{cob}}

===Labeled section transclusion===
See also [[w:Help:Labeled_section_transclusion]].
How to label
:&lt;nowiki&gt;&lt;section begin=chapter1 /&gt;this is a chapter&lt;section end=chapter1 /&gt;&lt;/nowiki&gt;
How to call the text
:&lt;nowiki&gt;{{#lst:resource_page_name/subpage|Title_of_section}}&lt;/nowiki&gt;  
{{cot|click to view transclusion}} 
{{#lst:Physics_equations/Oscillations,_waves,_and_interference|sho_energy}}
{{cob}}

===comment===
To understand these examples, visit:
*[[Physics_equations/Oscillations,_waves,_and_interference]]
*[[#lst:Physics_equations/Oscillations,_waves,_and_interference]]
===Please contact me (about quizzes) -- [[Quizbank/How to use testbank|edit message]]===
&lt;nowiki&gt;{{#lsth:Quizbank/How to use testbank|Please contact me}}&lt;/nowiki&gt;

==Box answers==
&lt;math&gt; \underline{\overline{ \left | ANSWER\right |}}&lt;/math&gt;
----
&lt;nowiki&gt;\underline{\overline{ \left | ANSWER\right |}}&lt;/nowiki&gt;
----
===quote box===
[[w:template:Quote box]]

{{quote box
|halign=left
|align=left
|quote= 
&lt;math&gt;P(t)=I(t)V(t) = I_\text{rms}V_\text{rms}\cos(\phi_v-\phi_i) + I_\text{rms}V_\text{rms}\cos(2\omega t+\phi_v+\phi_i) &lt;/math&gt;
}}{{clear}}

===box===
{| class=&quot;toccolours&quot; style=&quot;float: left; margin-left: 1em; margin-right: 2em; font-size: 95%; background:#c6dbf7; color:black; width:30em; max-width: 40%;&quot; cellspacing=&quot;5&quot;
| style=&quot;text-align: left;&quot; |First line.
::Indented 
|}
{{clear}}
{| class=&quot;toccolours&quot; style=&quot;float: right; margin-left: 1em; margin-right: 2em; font-size: 95%; background:#c6dbf7; color:black; width:30em; max-width: 40%;&quot; cellspacing=&quot;5&quot;
| style=&quot;text-align: left;&quot; |First line.
::Indented 
|}

==Hidden text==
http://www.newtonproject.sussex.ac.uk/prism.php?id=40
===Comment out text for editors===
&lt;nowiki&gt;&lt;!-- Hidden text --&gt;&lt;/nowiki&gt;

===Grey bar white lightgrey(hides tables)===
{{hidden begin
|title = click to view or hide|
|titlestyle=background:lightgrey;}}
*foo
{{hidden end}}

===Grey bar white not lightgrey(also hides tables)===
{{hidden begin|title = click to view or hide}}
*foo
{{hidden end}}

===two colors 75% collapsible===
&lt;!--BEGIN HIDDEN TEXT (do not remove this comment--&gt;
:{| class=&quot;toccolours collapsible collapsed&quot; width=&quot;75%&quot; style=&quot;text-align:left&quot;
! To see WHATEVER click to right ===&gt;
|- &lt;!--KEEP THIS LINE UNTOUCHED; next line begins with &quot;|&quot;. --&gt;
| {{Lorem ipsum}}
|}&lt;!--KEEP THIS LINE UNTOUCHED &quot;|}&quot; unhides--&gt;
&lt;!--END HIDDEN TEXT (do not remove this comment--&gt;

===Jascript hidden text===

{{Noprint|{{JavaScript required|'''Enable JavaScript to hide answers.'''}}}}
{{Noprint|'''Click on a question to see the answer.'''}}
{{Collapsible toggle|collapsed=true|style=margin-bottom:0.5em;|toggle=1 | 1.
Visible1
|hidden1
}}
{{Collapsible toggle|collapsed=true|style=margin-bottom:0.5em;|toggle=1 | 2.
Visible2
|hidden2
}}

==page breaks==
See also [[w:Template:Page break]]
===Insert page break===
&lt;pre&gt;
&lt;div style=&quot;page-break-before:always&quot;&gt;&lt;/div&gt;&lt;!--simple pagebreak--&gt;
&lt;/pre&gt;

===Keep together===
&lt;pre&gt;
&lt;div style=&quot;page-break-inside:avoid;&quot;&gt;&lt;!--next section--&gt;
text
text
&lt;/div&gt;&lt;!--keep together--&gt;
&lt;/pre&gt;

==Footnotes and references==
&lt;nowiki&gt;&lt;ref group=&quot;note&quot;&gt;This goes into a footnote section.&lt;/ref&gt;&lt;/nowiki&gt;

Call with &lt;nowiki&gt;{{reflist|group=&quot;note&quot;|liststyle=lower-alpha}}&lt;/nowiki&gt;

==Subpages==
&lt;pre&gt;
&lt;nowiki&gt;
{{cot|list of subpages}}{{Subpages/List}}{{cob}} -- this one lists them all
{{Subpages/Simple}} -- links with single word &quot;Subpages&quot;
{{Subpages}} -- Links with [[List]] of subpages.
&lt;/nowiki&gt;

&lt;/pre&gt;

==Images==
===pixel counts and upright factors===
Although pixel counts are easier to understand than upright factors, they adjust less well to user preferences. For example, suppose a picture contains some detail and by default is a bit too small, and you want to grow it by about 10%. Although &quot;&lt;code&gt;upright=1.1&lt;/code&gt;&quot; and &quot;&lt;code&gt;240px&lt;/code&gt;&quot; do the job equally well for the common case where the default width is 220 pixels, many of the users who set the default width to 300 pixels to work better with their high-resolution screens will be annoyed with &quot;&lt;code&gt;200px&lt;/code&gt;&quot; because it will make the picture a third smaller than their preferred size. In contrast, &quot;&lt;code&gt;upright=1.1&lt;/code&gt;&quot; will display the picture to them with a width of 330 pixels, and this is more likely to work well on their displays.

Pixel counts are typically better than upright factors for displaying combinations of pictures, some of which have known and limited sizes, and for displaying tiny icons that are intended to be combined with text.

==Active user template==
The user inserts &lt;nowiki&gt;{{subst:Contrib-using}}&lt;/nowiki&gt; if  teaching.

The user inserts &lt;nowiki&gt;{{subst:Contrib-creator}}&lt;/nowiki&gt; if constructing.

See also [[Template:Please don't edit]]
==Sister interlinks==
&lt;div class=&quot;noprint infobox sisterproject&quot; style=&quot;border: solid #aaa 1px; clear: right; margin: 0 0 1em 1em; font-size: 90%; background: #f9f9f9; width: 250px; padding: 4px; spacing: 0px; text-align: left; float: right;&quot;&gt;
&lt;div style=&quot;float: left;&quot;&gt;[[Image:Wikiversity-logo-fr-pure.svg|50px]]&lt;/div&gt;
&lt;div style=&quot;margin-left: 55px;&quot;&gt;First line 
&lt;div style=&quot;margin-left: 10px;&quot;&gt;second line&lt;/div&gt;
&lt;/div&gt;
&lt;/div&gt;

&lt;!--begin textbox QUIZBANK for OPENSTAX COLLEGE--&gt;
&lt;div class=&quot;noprint infobox sisterproject&quot; style=&quot;border: solid #aaa 1px; clear: right; margin: 0 0 1em 1em; font-size: 90%; background: #f9f9f9; width: 250px; padding: 4px; spacing: 0px; text-align: left; float: right;&quot;&gt;&lt;div style=&quot;float: left;&quot;&gt;[[Image:Wikiversity-logo-fr-pure.svg|50px]]&lt;/div&gt;
&lt;div style=&quot;margin-left: 55px;&quot;&gt; '''[[Quizbank]]''' under construction &lt;div style=&quot;margin-left: 10px;&quot;&gt; for  '''[[OpenStax College]]'''&lt;/div&gt;&lt;/div&gt;&lt;/div&gt;
&lt;!--end textbox QUIZBANK for OPENSTAX COLLEGE--&gt;


===Interlink prefixes===
*[[w:Main page]] or [[Wikipedia:Main page]]
*[[v:Main page]] but not [[Wikiversity:Main page]]
*[[mw:Main page]] 
*[[v:Main page]] or [[Wikibooks:Main page]]
*[[wikt:Main page]] or [[Wiktionary:Main page]]

==side by side image==
{{multiple image
| align     = left
| image1    = Right hand rule cross product large print.svg
| width1    = {{#expr: (100 * 750 /400) round 0}}
| caption1  = [[w:simple:special:permalink/6003961#Visualizing_the_cross_product_in_three_dimensions|Cross product]] &lt;math&gt;|\vec a\times\vec b|=ab\sin\theta&lt;/math&gt;
| image2    = Hall effect for OpenStax Physics formula sheet.svg
| width2    = 150
| caption2  =
}}
===multiple images===
&lt;nowiki&gt;{| style=&quot;border-spacing: 1px; align:center&quot;
|-
|[[File:Entropy_flip_2_coins.jpg|thumb|160px|'''Figure 1'''. Entropy is, &lt;br&gt;&lt;math&gt;S=2=N&lt;/math&gt;, &lt;br&gt;where &lt;math&gt;N&lt;/math&gt; is the number of fair coins. The number of possible messages is: &lt;br&gt;&lt;math&gt;\Omega=2^N= 4&lt;/math&gt;. ]]
|[[File:Shannon entropy 5 coin illustration.svg |'''Figure 2'''. Elephant with 5 bits of entropy can give 3 bits to Bird and 2 bits to Rat.|thumb|210px]]
|[[File:Shannon entropy coins and base 2.svg|Figure 3|thumb|270px]]
|- 
|}&lt;/nowiki&gt;

==pdf license for quizbank and openstax==
{{clear}}
== Summary ==
This material was taken from work placed in the Public Domain by [[user:Guy vandegrift]], as well as material taken from 
Openstax University Physics Volumes: '''[[:File:Openstax_University_Physics_Volume_1-LR.pdf|&amp;nbsp;-1-&amp;nbsp;]]''' '''[[:File:University Physics Volume 2-LR 20161006.pdf|&amp;nbsp;-2-&amp;nbsp;]]''' '''[[:File:UniversityPhysicsVolume3-LR.pdf|&amp;nbsp;-3-&amp;nbsp;]]'''
{{Information
|Description=low resolution calculus based intro physics
|Source=https://openstax.org/
|Date=2016
|Author=Samuel J. Ling, Truman State University, Jeff Sanny, Loyola Marymount University, and Bill Moebs, PhD 

Contributing Authors
David Anderson, Albion College
Daniel Bowman, Ferrum College
Dedra Demaree, Georgetown University
Gerald Friedman, Santa Fe Community College
Lev Gasparov, University of North Florida
Edw. S. Ginsberg, University of Massachusetts
Alice Kolakowska, University of Memphis
Lee LaRue, Paris Junior College
Mark Lattery, University of Wisconsin
Richard Ludlow, Daniel Webster College
Patrick Motl, Indiana University–Kokomo
Tao Pang, University of Nevada–Las Vegas
Kenneth Podolak, Plattsburgh State University
Takashi Sato, Kwantlen Polytechnic University
David Smith, University of the Virgin Islands
Joseph Trout, Richard Stockton College
Kevin Wheelock, Bellevue College

|Permission= (CC BY-NC-SA) 
© 2016 Rice University. Textbook content produced by OpenStax is licensed under a Creative Commons Attribution 4.0 International License. Under this license, any user of this textbook or the textbook contents herein must provide proper attribution as follows:
* If you redistribute this textbook in a digital format (including but not limited to EPUB, PDF, and HTML), then you must retain on every page the following attribution:

Download for free at http://cnx.org/content/col12031/latest/
* If you redistribute this textbook in a print format, then you must include on every physical page the following attribution:

Download for free at http://cnx.org/content/col12031/latest/
*If you redistribute part of this textbook, then you must retain in every digital format page view (including but not limited to EPUB, PDF, and HTML) and on every physical printed page the following attribution:
Download for free at http://cnx.org/content/col12031/latest/

*If you use this textbook as a bibliographic reference, then you should cite it as follows: OpenStax, University Physics Volume x. OpenStax. 19 September 2016. &lt;http://cnx.org&gt;.

For questions regarding this licensing, please contact partners@openstaxcollege.org
}}

== Licensing ==
{{cc-by-3.0}}
[[Category:openstax file]]
[[Category:WSUL file]]
[[Category:Quizbank]]

==Python code==
‎&lt;syntaxhighlight lang=&quot;python&quot; line&gt;
def quick_sort(arr):
	less = []
	pivot_list = []
	more = []
	if len(arr) &lt;= 1:
		return arr
	else:
		pass
‎&lt;/syntaxhighlight&gt;

==MyOpenMath==
*Quizbank physics 1 60675
*Quizbank physics 2 
&lt;!--guy_vandegrift Guy Vandegrift
sock_vandegrift--sockOfGuy Vandegrift&gt;</text>
      <sha1>mmoi4xz0qkz9d0c2oqhwcde04ixz4oa</sha1>
    </revision>
  </page>
  <page>
    <title>Talk:WikiJournal User Group</title>
    <ns>1</ns>
    <id>159077</id>
    <revision>
      <id>2408497</id>
      <parentid>2408336</parentid>
      <timestamp>2022-07-21T23:13:38Z</timestamp>
      <contributor>
        <username>Evolution and evolvability</username>
        <id>922352</id>
      </contributor>
      <comment>/* Banner links must be accessible on smartphones */ Reply</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="9147" xml:space="preserve">[[Category:WikiJournal]]
{{WikiJournal_discussions}}

{{Archive box|
[[/Archive 2014–2016|2014–2016]]
&lt;br&gt;[[/Archive 2016 naming vote|2016 naming vote]]
&lt;br&gt;[[/Archive 2017|2017]]
&lt;br&gt;[[/Archive 2018|2018]]
&lt;br&gt;[[/Archive 2019|2019]]
&lt;br&gt;[[/Archive 2020|2020]]
&lt;br&gt;[[/Archive 2021|2021]]
&lt;br&gt;[[/Archive 2022|2022]]

Discussions may also take place at the
&lt;br&gt;'''[https://lists.wikimedia.org/pipermail/wikijournal-en/ public mailing list]'' ([https://lists.wikimedia.org/mailman/listinfo/wikijournal-en Join])
}}

{{TOClimit|limit=3}}

== Banner links must be accessible on smartphones ==

On smartphones, the banners are hard to tap/click on, especially the Preprint one. I have difficulty changing the banners' format. [[User:George Ho|George Ho]] ([[User talk:George Ho|discuss]] • [[Special:Contributions/George Ho|contribs]]) 12:31, 29 January 2022 (UTC)

:@[[User:George Ho|George Ho]]: Sorry for mising this earlier! Do you know if you were using the 'mobile view' or 'desktop view' on your smartphone? I've tried to make the tabs re-flow into a grid when on a mobie device, bit I think it only works in 'mobile view'. [[User:Evolution and evolvability|T.Shafee(Evo&amp;#65120;Evo)]]&lt;sup&gt;[[User talk:Evolution and evolvability|talk]]&lt;/sup&gt; 02:06, 21 July 2022 (UTC)
:: @[[User:Evolution and evolvability|Shafee]]: Using 'mobile view' on Android, the Preprint banner is hard to tap, yet I can access that journal via tapping the icon on the left of the banner. Others are still clickable, yet larger text is annoying on mobile view. --[[User:George Ho|George Ho]] ([[User talk:George Ho|discuss]] • [[Special:Contributions/George Ho|contribs]]) 06:27, 21 July 2022 (UTC)
:::@[[User:George Ho|George Ho]]: Aha, now I see it. Thanks. I was looking at the top banner in grey rather than the list of journals. I'm also getting some of the text overlapping too. I'll aim to fix it up next week. [[User:Evolution and evolvability|T.Shafee(Evo&amp;#65120;Evo)]]&lt;sup&gt;[[User talk:Evolution and evolvability|talk]]&lt;/sup&gt; 23:13, 21 July 2022 (UTC)

== Reference deposits ==

Hi all! I was taking a look at the [https://www.crossref.org/members/prep/6026 WikiJournal User Group participation report] over on Crossref's site. This is a useful tool for exploring how rich the metadata that WJUG submits to Crossref along with its DOIs is. It looks like there's lots of room for improvement, some of which would be fairly straightforward to accomplish: the License URLs category, for instance, measures how many articles' metadata include a link to the license under which the papers are distributed (either CC-BY 4.0 or CC-BY-SA 4.0 typically, right?).

What I wanted to look at right now was the References category, in which WJUG is currently scoring 0%. What this means is that none of the 87 articles registered for DOIs by WJUG with Crossref include the references as part of their metadata. This matters for a few reasons. First, reference linking (i.e., including DOIs in references) is required by Crossref's terms of service, and reference depositing (i.e., submitting metadata with references) is strongly encouraged. Second, the inclusion of references in metadata is how Crossref tracks citations. When you see a journal article's &quot;What Cites This&quot; page, you'll often see a few numbers, frequently a Crossref citation count, a Web of Science citation count, and a Google Scholar citation count. On these pages, you are often able to view which articles are specifically citing the article in question too, and in some cases, publishers may preemptively set up modules that autodisplay the citing articles alongside the article itself.

This brings up the third reason to begin depositing references: not only is it good practice for good metadata management's sake itself, but it also has the capability to improve visibility for WikiJournal articles. Consider the ''WJS'' article &quot;[[WikiJournal of Science/Beak and feather disease virus: biology and resultant disease|Beak and feather disease virus: biology and resultant disease]]&quot;; its first reference is the 1907 article &quot;Parrakeets Moulting&quot;. If you visit the Taylor &amp; Francis [https://doi.org/10.1071/MU906192f page for &quot;Parrakeets Moulting&quot;], however, you can see in the righthand &quot;Related research&quot; module in the &quot;Cited by&quot; tab that no articles cite this paper. Because references for WJUG articles haven't yet been deposited with Crossref, there's no way to link &quot;Beak and feather disease virus&quot; and &quot;Parrakeets Moulting&quot;; if references ''were'' deposited for this paper, then the ''WJS'' article would eventually appear as a citing article on the &quot;Parrakeets Moulting&quot; page. Thus, reference linking offers readers of the cited article another connection to the citing WikiJournal article, increasing the visibility of WJUG outputs.

One final reason to consider depositing references is that doing so will grant WJUG eligibility for Crossref's [https://www.crossref.org/documentation/cited-by/ Cited-by service], which is essentially the tool that allows WJUG the ability to see what research is citing WikiJournal articles. Right now, WJUG can access the ''number'' of citations for each of its journals' articles through Crossref (''[http://data.crossref.org/depositorreport?pubid=J243966 WJM]'', ''[http://data.crossref.org/depositorreport?pubid=J310521 WJS]'', and ''[http://data.crossref.org/depositorreport?pubid=J310522 WJH]'') but can't actually see what those citing articles are. Depositing references will grant eligibility for Cited-by which WJUG can opt to enroll in (free!) and access said lists of citing materials for WikiJournal articles.

If depositing references is of interest, the good news is that Crossref has made it pretty easy! References can be deposited manually via the [https://apps.crossref.org/SimpleTextQuery Simple Text Query] tool on Crossref's site. All one needs to do is copy the list of references from a WikiJournal article and paste it into the tool. (Note that for some articles, this will be easy; &quot;[[WikiJournal of Science/Beak and feather disease virus: biology and resultant disease|Beak and feather disease virus: biology and resultant disease]]&quot; has a unified reference list, but other articles like &quot;[[WikiJournal of Humanities/Themes in Maya Angelou's autobiographies|Themes in Maya Angelou's autobiographies]]&quot; have references split between a footnotes and a cited by list and may need to be manually trimmed to remove the repeated &quot;[Author], [date], p. XX&quot; footnotes when submitting.) Simple Text Query then parses the list and connects materials based on their DOIs. Once this is done, the depositor clicks ''Deposit'', enters their email, the Parent DOI (i.e., the DOI of the article for which references are being deposited), and their Crossref depositor credentials.

I have been manually going through all articles in all three journals to make sure that all of them have relevant DOIs included in their references. I have completed ''WJS'', am almost done with ''WJH'', and will then start on ''WJM''. Once this is done, I would be happy to either guide someone interested through beginning to deposit references or take over the project myself, at least to work through the 87-article backlog of existing papers. (If someone with depositor access wants to try making a reference deposit, &quot;Beak and feather disease virus&quot; is in good shape and its reflist is ready to be deposited.) In either case, please let me know if this is something WJUG would be interested in pursuing and how I can help. Please let me know if you have any questions. Kindly —[[User:Bobamnertiopsis|Collin]] (Bobamnertiopsis)&lt;sup&gt;[[User talk:Bobamnertiopsis|t]] [[Special:Contributions/Bobamnertiopsis|c]]&lt;/sup&gt; 01:02, 19 June 2022 (UTC)
: Okay, all ''WJH'' articles now include all available DOIs. ''WJM'' is left to do. —[[User:Bobamnertiopsis|Collin]] (Bobamnertiopsis)&lt;sup&gt;[[User talk:Bobamnertiopsis|t]] [[Special:Contributions/Bobamnertiopsis|c]]&lt;/sup&gt; 20:23, 19 June 2022 (UTC)
::Thanks Colin for the very informative post and your great work on adding DOIs. I will bring this up at our next monthly meeting. [[User:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: #0000FF;&quot;&gt;OhanaUnited&lt;/span&gt;&lt;/b&gt;]][[User talk:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: green;&quot;&gt;&lt;sup&gt;Talk page&lt;/sup&gt;&lt;/span&gt;&lt;/b&gt;]] 19:31, 20 June 2022 (UTC)
:::Great points raised! I've added a step-wise summary process [[WikiJournal User Group/Editorial guidelines#Submitting reference metadata|here]] and we're looking at organising going through and uploading the back-catalogue. [[User:Evolution and evolvability|T.Shafee(Evo&amp;#65120;Evo)]]&lt;sup&gt;[[User talk:Evolution and evolvability|talk]]&lt;/sup&gt; 01:50, 21 July 2022 (UTC)
::::Thanks {{u|Evolution and evolvability}}! I'm glad to hear it's of interest. I'm still working through adding DOIs to all references in ''WJM'' but I'll try to finish that by the end of the month so all articles in all three journals are ready to be deposited. Let me know if you have any other questions! —[[User:Bobamnertiopsis|Collin]] (Bobamnertiopsis)&lt;sup&gt;[[User talk:Bobamnertiopsis|t]] [[Special:Contributions/Bobamnertiopsis|c]]&lt;/sup&gt; 05:18, 21 July 2022 (UTC)</text>
      <sha1>sz9cdg8uxnvlhnfsn930raqh25437qu</sha1>
    </revision>
  </page>
  <page>
    <title>Radiation astronomy/Courses/Principles/Final quiz</title>
    <ns>0</ns>
    <id>160392</id>
    <revision>
      <id>2408466</id>
      <parentid>2302131</parentid>
      <timestamp>2022-07-21T21:12:44Z</timestamp>
      <contributor>
        <username>Huntster</username>
        <id>47528</id>
      </contributor>
      <minor />
      <comment>([[c:GR|GR]]) [[c:COM:Duplicate|Duplicate]]: [[File:Messier 105.jpg]] → [[File:M105 (37482401952).jpg]] Exact or scaled-down duplicate: [[c::File:M105 (37482401952).jpg]]</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="104676" xml:space="preserve">[[Image:M83 cmyk.jpg|thumb|right|250px|Messier 83 is shown in the image. Credit: David Malin, Anglo-Australian Observatory.]]
'''[[Principles of radiation astronomy]]''' is a course of fifty-two lectures, seventeen mini-lectures for quiz sections, three ''hourly'' quizzes that are timed at an hour, a mid-term that covers the first half of the course, and a final which covers everything in the course. This is the final quiz. It covers the entire course as described and listed in the [[Principles of radiation astronomy/Syllabus|syllabus]].

You are free to take this quiz based on these at any time.

To improve your score, read and study the lectures and the rest, the links contained within, listed under [[Radiation astronomy/Courses/Principles/Final quiz#See also|'''See also''']], [[Radiation astronomy/Courses/Principles/Final quiz#External links|'''External links''']], and in the {{tlx|principles of radiation astronomy}} template. This should give you adequate background to get 100 %.

As a &quot;learning by doing&quot; resource, this quiz helps you to assess your knowledge and understanding of the information, and it is a quiz you may take over and over as a learning resource to improve your knowledge, understanding, test-taking skills, and your score.

'''Suggestion:''' Have the lectures and other resources available in a separate window.

To master the information and use only your memory while taking the quiz, try rewriting the information from more familiar points of view, or be creative with association.

Enjoy learning by doing!
{{clear}}

==Quiz==

&lt;quiz&gt;

{Complete the text:
|type=&quot;{}&quot;}
Match up the item letter with each of the detectors or satellites below:
Bonner Ball Neutron Detector - A
Multi Mirror Telescope - B
MAGIC telescope - C
Explorer 11 - D
HEAO 3 - E
Helios - F
Pioneer 10 - G
Voyager 1 - H
[[Image:Magicmirror.jpg|thumb|left|100px]] { C (i) }
[[Image:Voyager.jpg|thumb|left|100px]] { H (i) }.
[[Image:BBND1.jpg|thumb|left|100px]] { A (i) }.
[[Image:Pioneer 10 on its kickmotor.jpg|thumb|left|100px]] { G (i) }.
[[Image:Helios - testing.png|thumb|left|100px]] { F (i) }.
[[Image:Multi Mirror Telescope in 1981.jpg|thumb|left|100px]] { B (i) }.
[[Image:HEAO-3.gif|thumb|left|100px]] { E (i) }.
[[Image:Explorer 11 ground.gif|thumb|left|100px]] { D (i) }.
{{clear}}

{The heavier element lines that occur in the spectrum of Vega are
|type=&quot;[]&quot;}
- lanthanum (La)
+ calcium (Ca)
- uranium (U)
+ titanium (Ti)
+ silicon (Si)
+ iron (Fe)

{Which of the following are phenomena usually associated with a heliostat?
|type=&quot;[]&quot;}
+ geographic coordinates
+ a mirror which turns so as to keep reflecting sunlight toward a predetermined target
+ the target is usually stationary
+ computer control
+ a two-axis motorized system
- altitude

{Main sequence variable stars of late spectral types, usually K or M, exhibiting variations in luminosity due to rotation, starspots and other chromospheric activity are called.
|type=&quot;{}&quot;}
{ BY Draconis|BY Draconis variables (i) }

{When faculae are present, what characteristics are readily observed?
|type=&quot;[]&quot;}
+ bright spots
+ bright patches
+ starspots
+ magnetic poles
- arising in the photosphere
- neon clouds

{Which of the following are associated with the McMath-Pierce Solar Telescope?
|type=&quot;[]&quot;}
- a launch location
+ Kitt Peak National Observatory
+ a heliostat
+ a distinctive diagonal shaft that continues underground
+ a theoretical resolution of 0.07&quot;
- NOAA designations

{Yes or No, Distance measurement by parallax is a special case of the principle of triangulation.
|type=&quot;()&quot;}
+ Yes
- No

{Complete the text:
|type=&quot;{}&quot;}
Match up the object with its approximate asec from V645 Cen:
Proxima Centauri - A
TYC 9010-4949-1 - B
HD 126625 - C
HD 126550 - D
PN G313.8-01.7 - E
PN G314.0-02.1 - F
2E 1427.0-6214 - G
TGU H1952 - H
471.41 { D (i) }.
32.59 { B (i) }.
920.44 { G (i) }
0.00 { A (i) }.
790.74 { F (i) }.
415.57 { C (i) }.
532.87 { E (i) }
1095.86 { H (i) }.

{The equation for the ion current is likely to include which of the following?
|type=&quot;()&quot;}
- the mass of the electron
- the number of electrons
- e to the grain capacitance factor
+ the dust grain radius
- a 4πr factor

{Complete the text:
|type=&quot;{}&quot;}
Match up the astronomical entity with each of the possibilities below:
Agrippa - A
Hill sphere - B
a horoscope - C
Centaurus A - D
Rahu - E
dominant group - F
a relativistic jet { D (i) }.
a body dominates the attraction of satellites { B (i) }.
astronomical entities of importance { F (i) }.
lunar nodes { C (i) }.
God of the Ascending / North lunar node { E (i) }
the occultation of a part of the Pleiades { A (i) }.

{True or False, From only its X-ray properties, Vega is a Sirius-like X-ray source.
|type=&quot;()&quot;}
- TRUE
+ FALSE

{Which of the following is not a spectral class A star?
|type=&quot;()&quot;}
- Sirius A
- Vega
+ Bellatrix
- Deneb
- Altair
- Fomalhaut

{Which of the following are associated with classical Cepheids as a standard candle?
|type=&quot;[]&quot;}
- characteristic mottling
+ young, disk objects
+ recent star formation
- incipient resolution 
+ pulsation phenomenon
- easy to recognize
+ correction for absorption

{Complete the text:
|type=&quot;{}&quot;}
Match up the standard candle with a representative image:
Tully-Fisher relation - A
surface brightness fluctuations - B
absolute magnitude - C
globular clusters - D
active galactic nuclei - E
Type Ia supernova - F
classical Cepheid variable - G
novae - H
planetary nebula - I
[[Image:65Cyb-LB3-apmag.jpg|thumb|left|100px]] { C (i) }
[[Image:Maximum magnitude-rate of decline for novae.gif|thumb|left|100px]] { H (i) }.
[[Image:B-, R-, I-, and H-band Tully-Fisher relations.gif|thumb|left|100px]] { A (i) }.
[[Image:Blackbody spectral density.gif|thumb|left|100px]] { G (i) }.
[[Image:SN2005ke labels.jpg|thumb|left|100px]] { F (i) }.
[[Image:A further away schematic galaxy.gif|thumb|left|100px]] { B (i) }.
[[Image:1-agnsasanewst.jpg|thumb|left|100px]] { E (i) }.
[[Image:Planetary nebulae H-R.gif|thumb|left|100px]] { I (i) }
[[Image:Luminosity function for globular clusters.gif|thumb|left|100px]] { D (i) }.
{{clear}}

{Which of the following are associated with red clump stars as a standard candle?
|type=&quot;[]&quot;}
+ many examples within reach of parallax measurements
- internal extinction
- star forming regions
+ sufficiently bright
+ local group galaxies
- almost as luminous as the brightest red supergiants

{Mathematics phenomena associated with radiation astronomy are
|type=&quot;[]&quot;}
- orbital theory
+ flux of annihilation gamma rays
+ the Rydberg formula
- pressure
+ the local Jeans length
+ Planck's equation

{Complete the text:
|type=&quot;{}&quot;}
Match up the likely type of star fission with each of the possibilities below:
a triple-component stellar multiple - A
massive star fission - B
semidetached binary - C
a separating close contact binary - D
ZAMS system - E
tight, circular orbit, impossible to tell eclipses - F
lobate star - G
coronal mass ejection - H
BH Centauri { D (i) }.
Plaskett's Star (HR 2422) { B (i) }.
Betelgeuse { G (i) }
W Ursae Majoris { F (i) }.
Beta Lyrae { C (i) }.
V1010 Ophiuchi { E (i) }
object is confirmed to be co-moving { A (i) }.
Sun { H (i) }.

{True or False, T Tauri stars are likely to have large areas of starspot coverage.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Which of the following is not a spectral class O star?
|type=&quot;()&quot;}
- Alpha Camelopardalis
- Tau Canis Majoris
- Plaskett's star
+ Sirius A
- Pistol Star
- Zeta Puppis

{Complete the text:
|type=&quot;{}&quot;}
Match up the stellar image with the radiation astronomy:
meteor astronomy - A
neutrino astronomy - B
gamma-ray astronomy - C
X-ray astronomy - D
ultraviolet astronomy - E
visual astronomy - F
violet astronomy - G
blue astronomy - H
yellow astronomy - I
red astronomy - J
orange astronomy - K
infrared astronomy - L
radio astronomy - M
[[Image:280557main oblate purplesun HI.jpg|thumb|left|100px]] { G (i) }.
[[Image:Wfullb.jpg|thumb|left|100px]] { F (i) }.
[[Image:Coronal Mass Ejection.gif|thumb|left|100px]] { A (i) }.
[[Image:Sun image through solar telescope.jpg|thumb|left|100px]] { J (i) }.
[[Image:Sun in X-rays Recovered.png|thumb|left|100px]] { D (i) }.
[[Image:Sun5GHz.jpg|thumb|left|100px]] { M (i) }.
[[Image:STEREO B EUVI 171.jpg|thumb|left|100px]] { E (i) }.
[[Image:Neusun1 superk1.jpg|thumb|left|100px]] { B (i) }.
[[Image:Orange Sun in Boracay, Philippines.jpg|thumb|left|100px]] { K (i) }.
[[Image:Sun920607.jpg|thumb|left|100px]] { I (i) }.
[[Image:Latest nsoHe.gif|thumb|left|100px]] { L (i) }.
[[Image:Blueberrysun friedman 1296.jpg|thumb|left|100px]] { H (i) }.
[[Image:Gamma sun1.jpg|thumb|left|100px]] { C (i) }.
{{clear}}

{True or False, When solving an equation for a numerical value arrange the coefficients together, the exponentials together, and the dimensions together, to reduce each as needed.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Which stars of the alpha Centauri system are known to have stellar active regions?
|type=&quot;[]&quot;}
+ Proxima Centauri
+ Alpha Centauri B
- Barnard's star
- Alpha Centauri A
+ Rigel Kent
+ Alpha Centauri C
- Alpha Centauri D

{True or False, The Ca XV emission line is a yellow coronal line at 569.4 nm.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Column density is associated with which of the following?
|type=&quot;[]&quot;}
+ an amount per unit area
+ the sum of amounts per unit area along a column length
+ a column length
- a column perimeter
+ a number per area
+ a cross section
- a current density
- the hydrogen 21 cm line

{Complete the text:
|type=&quot;{}&quot;}
Match up the astronomical entity with the image:
Osiris - A
Rahu - B
Amun - C
Vishnu - D
Huitzilopochtli - E
Bhagwan Ayodhyapati Siyavara Shri Ramachandra - F
[[Image:Munneswaram Vishnu.jpg|thumb|left|100px]] { D (i) }.
[[Image:Osiris-tomb-of-Nefertari.jpg|thumb|left|100px]] { A (i) }.
[[Image:Lord Rama with arrows.jpg|thumb|left|100px]] { F (i) }.
[[Image:Amun post Amarna.svg|thumb|left|100px]] { C (i) }.
[[Image:Huitzilopochtli V.png|thumb|left|100px]] { E (i) }
[[Image:Rahu graha.JPG|thumb|left|100px]] { B (i) }.
{{clear}}

{True or False, Submillimeter radiation ranges from 100 µm to 1 mm.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Complete the text:
|type=&quot;{}&quot;}
Match up the type of star with each of the characteristics below:
solar twin - A
solar analog - B
solar type - C
double star - D
binary - E
visual binary - F
astrometric binary - G
spectroscopic binary - H
eclipsing binary - I
detached binary - J
semidetached binary - K
contact binary - L
common-envelope binary - M
area of gravitational pull exceeds the other component { J (i) }.
same line of sight { D (i) }.
wobbling around a point { G (i) }.
no close companion with an orbital period of ten days or less { B (i) }.
resolved binary using visual astronomy { F (i) }.
periodic variation in radial velocity { H (i) }.
each component fills the other's area of gravitational pull { L (i) }.
F8V through K2V { C (i) }.
unstable mass transfer from one to the other { M (i) }.
mutual eclipses { I (i) }.
two orbiting around each other { E (i) }
no stellar companion { A (i) }.
one component does not exceed the gravitational pull area { K (i) }.

{Which of the following is associated with the first superluminal motion phenomenon in our galaxy?
|type=&quot;[]&quot;}
+ the Spring of 1994
- 4,000 light-years away
- VLT observations
+ GRS 1915
+ MERLIN
+ Jodrell Bank

{Complete the text:
|type=&quot;{}&quot;}
Match up the type of mathematics with each of the possibilities below:
numbers - A
dimensional analysis - B
arithmetic - C
algebra - D
exponentials - E
probability - F
x&lt;sup&gt;2&lt;/sup&gt; + y&lt;sup&gt;2&lt;/sup&gt; = z&lt;sup&gt;2&lt;/sup&gt; { D (i) }.
PeV { B (i) }.
&lt;math&gt;\phi&lt;/math&gt; α 1/σ { F (i) }.
e&lt;sup&gt;x&lt;/sup&gt; + e&lt;sup&gt;y&lt;/sup&gt; { C (i) }.
A(x) = A&lt;sub&gt;0&lt;/sub&gt; · e&lt;sup&gt;-bx&lt;/sup&gt; { E (i) }
10&lt;sup&gt;15&lt;/sup&gt; { A (i) }.

{Which of the following is not a spectral class B star?
|type=&quot;()&quot;}
- Spica
+ Tau Canis Majoris
- Bellatrix
- Rigel
- Regulus
- Achernar

{Complete the text:
|type=&quot;{}&quot;}
Solar-type stars are { main-sequence|MS (i) } stars with a B-V color between { 0.48 (i) } and 0.80.

{Which of the following are associated with AMANDA's search for monopoles?
|type=&quot;[]&quot;}
+ its large volume
+ equivalent charge
+ amount of Cherenkov light
+ square of the charge 
+ passing through the Earth
+ large monopole mass

{True or False, From July 2010 to July 2013 the orbital inclination of Mercury increased from around 5° to around 7°.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Chemistry phenomena associated with the Lockman Hole are
|type=&quot;[]&quot;}
+ H I
+ ''N''&lt;sub&gt;H&lt;/sub&gt;
+ neutral hydrogen
- He II
- dust grains
- X-ray sources

{Which of the following are characteristics of a solar-like binary?
|type=&quot;[]&quot;}
+ ''T''&lt;sub&gt;eff&lt;/sub&gt; ≤ 6000 K
+ break up of a triple-component stellar system
- none of the captured bodies localize near the Sun
- some captured bodies may localize near Jupiter
- the Jupiter system may be a control group

{The Lockman Hole is associated with?
|type=&quot;[]&quot;}
- a hole in spacetime
+ a hole through our galaxy
- Ursa Minor
+ Ursa Major
+ the cosmic infrared background
+ minimum neutral hydrogen column density

{True or False, Alshain may be the first yellow source in the constellation Aquila.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Which of the following is not a spectral class K star?
|type=&quot;()&quot;}
- Alpha Centauri B
- Epsilon Eridani
- Arcturus
- Aldebaran
+ Tau Ceti
- Algol B

{True or False, Molecular lines for H&lt;sub&gt;2&lt;/sub&gt;O in the spectra for Vega are likely from water vapor in the Earth's atmosphere or the accretion disk around Vega.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Which of the following are characteristic of the first true astrophysical gamma-ray source?
|type=&quot;[]&quot;}
+ a strong 2.223 MeV emission line
+ a solar flare
+ the formation of deuterium
- the electron neutrino
+ OSO-3
+ neutrons

{Complete the text:
|type=&quot;{}&quot;}
Astronomers place the submillimetre waveband between the { far-infrared (i) } and { microwave (i) } wavebands, typically taken to be between a few hundred micrometres and a millimetre.

{Which chemical species have an enhanced abundance at the north polar region of Jupiter relative to midlatitudes?
|type=&quot;[]&quot;}
- CH&lt;sub&gt;3&lt;/sub&gt;O
+ C&lt;sub&gt;2&lt;/sub&gt;H&lt;sub&gt;2&lt;/sub&gt;
+ C&lt;sub&gt;2&lt;/sub&gt;H&lt;sub&gt;4&lt;/sub&gt;
+ C&lt;sub&gt;3&lt;/sub&gt;H&lt;sub&gt;4&lt;/sub&gt;
+ C&lt;sub&gt;6&lt;/sub&gt;H&lt;sub&gt;6&lt;/sub&gt;
- H&lt;sub&gt;2&lt;/sub&gt;O

{Phenomena associated with some meteorites?
|type=&quot;[]&quot;}
- have a gaseous surface
+ long nickel-iron crystals
+ octahedrite
+ kamacite
+ taenite
+ plessite

{Which of the following is not a spectral class G star?
|type=&quot;()&quot;}
- Alpha Centauri A
- Capella
- Sun
+ Procyon
- Tau Ceti
- Kepler-22

{Which of the following are radiation astronomy phenomena associated with Afghanistan?
|type=&quot;[]&quot;}
+ the Ai Khanoum Sun dial
+ Cybele
- An orange sunset in the Mahim Bay
- a black sky without stars
- the zenith
+ Helios

{Complete the text:
|type=&quot;{}&quot;}
Neutrinos can be produced by energetic { protons (i) } accelerated in solar { magnetic (i) } fields. Such protons produce { pions (i) }, and therefore muons, hence also { neutrinos (i) } as a decay product, in the solar atmosphere.

{Which of the following is a lead (Pb) star?
|type=&quot;[]&quot;}
+ V Arietis
- Bellatrix
- Rigel
+ LP 625-44
- Regulus
- Achernar

{True or False, Neutrino flux increases noted in Homestake results coincide with major solar flares.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Complete the text:
|type=&quot;{}&quot;}
Match up the observation with the phenomena:
B1828+487 - A
PKS0521-36 - B
Fanaroff-Riley (FR) type II radio source - C
prototypical type 2 Seyfert - D
Frank–Tamm formula - E
a type 1 Seyfert - F
[[Image:Ngc1068.gif|thumb|left|100px]] { D (i) }.
[[Image:3C 380 bent.jpg|thumb|left|100px]] { A (i) }.
[[Image:Ngc4151stis.gif|thumb|left|100px]] { F (i) }.
[[Image:Cygnusa.gif|thumb|left|100px]] { C (i) }.
[[Image:Advanced Test Reactor.jpg|thumb|left|100px]] { E (i) }
[[Image:PKS0521-36 2 cm.gif|thumb|left|100px]] { B (i) }.
{{clear}}

{Meteorites found on Earth may be from which of the following?
|type=&quot;[]&quot;}
- Saturn
- Mercury
+ the Moon
+ the asteroid belt
- Jupiter
+ Mars
+ Earth

{For some period before 2700 b2k calendars from around the world had a year of how many days?
|type=&quot;{}&quot;}
{ three hundred and sixty|360 (i) }

{True or False, A column density is the number of units of matter observed along a line of sight that has an area of observation.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{When sea level is present, what characteristics are readily observed?
|type=&quot;[]&quot;}
+ mean high tide
+ mean low tide
+ glacial periods
+ hydroisostatic rebound
- temperatures above 10&lt;sup&gt;3&lt;/sup&gt; K
- salt flats

{Complete the text:
|type=&quot;{}&quot;}
Match up the superluminal detector with the image:
Hopkins Ultraviolet Telescope - A
International Ultraviolet Explorer - B
C. Donald Shane telescope - C
2.3m Bok Telescope - D
VLA - E
LHCb - F
AMS-02 - G
[[Image:Alpha Magnetic Spectrometer - 02.jpg|thumb|left|100px]] { G (i) }.
[[Image:Bokscope.jpg|thumb|left|100px]] { D (i) }.
[[Image:Astro1 sts35 big.jpg|thumb|left|100px]] { A (i) }.
[[Image:Lhcbview.jpg|thumb|left|100px]] { F (i) }.
[[Image:ShanePanorama.png|thumb|left|100px]] { C (i) }.
[[Image:VLA larger.JPG|thumb|left|100px]] { E (i) }
[[Image:International Ultraviolet Explorer.gif|thumb|left|100px]] { B (i) }.
{{clear}}

{True or False, Cosmological redshift is seen due to the expansion of the universe, and sufficiently distant light sources (generally more than a few million light years away) show redshift corresponding to the rate of increase of their distance from Earth.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Which of the following elements have or appear to have lines occurring in the spectra of Vega?
|type=&quot;[]&quot;}
+ hydrogen
+ helium
- lithium
- beryllium
+ boron
+ carbon
+ nitrogen
+ oxygen
+ fluorine
- neon

{True or False, Radio observations taken by the Bernese Multibeam Radiometer for KOSMA (BEMRAK) at submillimeter wavelengths show an impulsive component that starts simultaneously with high-energy proton acceleration and the production of pions.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Sources of bias in thin-section analysis of chondrule sizes in meteorites are?
|type=&quot;[]&quot;}
+ large variation in actual diameters
- disaggregation
- rim characteristics
+ random sectioning produces less than or equal to true diameters
- transparent matrix
+ viewing in reflected light

{The point where the interstellar medium and solar wind pressures balance is called the
|type=&quot;{}&quot;}
{ heliopause (i) }

{Which of the following are characteristic of a β&lt;sup&gt;+&lt;/sup&gt; decay?
|type=&quot;[]&quot;}
- a mu neutrino
+ a positron emission
- a decay product of a neutron
+ weak interaction 
+ an electron neutrino 
- comes in mutable varieties

{True or False, The infrared spectra of olivine and enstatite are essentially unchanged after proton bombardment.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Submillimeter radiances can be matched by models which include ice particles of?
|type=&quot;{}&quot;}
{ ammonia|NH&lt;sub&gt;3&lt;/sub&gt;|NH3 (i) }

{Which of the following is involved in planetary astronomy more so than planetary science?
|type=&quot;[]&quot;}
+ the occurrence of blue rock types on the surface of rocky objects
- the Earth and other rocky objects have a green mineral containing mantle
- checking equations about complex systems
+ the advantages of a 559 nm band pass
- digging holes in the surface of Mars
+ surface temperatures low enough to produce methane lakes

{True or False, The Carina Nebula may be a first submillimeter source in the constellation Carina.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Which of the following are X-radiation astronomy phenomena associated with stellar surface fusion?
|type=&quot;[]&quot;}
+ luminosities below ~3 x 10&lt;sup&gt;38&lt;/sup&gt; erg/s
+ a few SSS with luminosities ≥10&lt;sup&gt;39&lt;/sup&gt; erg/s
+ synchrotron radiation
- a photosphere
- a polar diameter that exceeds ever so slightly the equatorial diameter at solar cycle minimum
+ super soft X-rays
+ hot active regions with temperatures hot enough to fuse hydrogen
- sunspots at the feet of coronal loops

{Complete the text:
|type=&quot;{}&quot;}
Match up the item letter with each of the possibilities below:
Einstein ring - A
stellar nebula - B
Andromeda galaxy - C
Triplet galaxies interacting - D
Hubble galaxies - E
Dark matter halo simulation - F
Fairall 9 (Seyfert galaxy in X-rays) - G
Tycho Brahe observatory, remotely controlled telescope, captured galaxy - H
[[Image:Andromeda's Colorful Rings.jpg|thumb|left|100px]] { C (i) }.
[[Image:Galax.png|thumb|left|100px]] { H (i) }.
[[Image:A Horseshoe Einstein Ring from Hubble.JPG|thumb|left|100px]] { A (i) }.
[[Image:SWIFT J0123.9-5846 Hard X-ray.jpg|thumb|left|100px]] { G (i) }.
[[Image:Dark matter halo.png|thumb|left|100px]] { F (i) }.
[[Image:AmCyc Nebula - Stellar Nebula.jpg|thumb|left|100px]] { B (i) }.
[[Image:Dorian Gray.jpg|thumb|left|100px]] { E (i) }.
[[Image:Cosmic Interactions.jpg|thumb|left|100px]] { D (i) }.
{{clear}}

{Which of the following are associated with muon astronomy?
|type=&quot;[]&quot;}
+ high-energy cosmic rays
+ secondary and tertiary cosmic rays
+ nuclear interactions between neutrons and quartz
+ nuclear interactions between muons and calcite 
+ production rates of a few atoms per gram of rock per year 
+ build-up of cosmogenic nuclides through time

{True or False, Carbon has an emission line in the blue.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Complete the text:
|type=&quot;{}&quot;}
The nuclear processes that produce cosmogenic &lt;sup&gt;36&lt;/sup&gt;Cl in rocks are { spallation (i) }, neutron { capture (i) }, and { muon (i) } capture.

{Which of the following are or likely to be relatively common red minerals?
|type=&quot;[]&quot;}
+ crocoite
+ rhodolite
+ cinnabar
+ hematite
+ eudialyte

{The MINOS experiment uses Fermilab's NuMI beam, which is an intense beam of neutrinos, that travels 455 miles (732 km) through the Earth to the?
|type=&quot;{}&quot;}
{ Soudan Mine|Soudan mine (i) }

{True or False, &quot;Some prominences break apart and give rise to coronal mass ejections.&quot;
|type=&quot;()&quot;}
+ TRUE
- FALSE

{The term '''astrogeography''' is often more restricted because of what?
|type=&quot;[]&quot;}
+ the relationship between outer-space geography and geographic position
+ military space strategy
- extensive meteorite cratering
- a flattening out
+ evaluating strategy
+ military operations

{Which of the following are associated with surface brightness fluctuations as a standard candle?
|type=&quot;[]&quot;}
+ characteristic mottling
+ discreteness of the stars
+ measurable bumpiness in surface brightness
+ incipient resolution 
- MMRDs
- easy to recognize

{Complete the text:
|type=&quot;{}&quot;}
Match up the description with each of the optical astronomy possibilities below:
Palomar's 5 m - L
adaptive optics poc - M
AO actuators - N
Mars Global Surveyor - O
star-forming region - P
Warner &amp; Swasey - Q
protoplanetary nebula - R
SkyMapper - S
Mauna Kea - T
full-color of Mercury - U
Hubble Space Telescope of carbon star - V
supernova remnant - W
HESS - X
line of sight - Y
[[Image:HaleTelescope-MountPalomar.jpg|thumb|left|100px]] { L (i) }.
[[Image:U Camelopardalis.jpeg|thumb|left|100px]] { V (i) }.
[[Image:USNO Refractor 1904.jpg|thumb|left|100px]] { Q (i) }.
[[Image:Canada-France-Hawaii Telescope with moon.jpg|thumb|left|100px]] { T (i) }.
[[Image:Sig07-009.jpg|thumb|left|100px]] { Y (i) }.
[[Image:GTC Active Optics Acutators.jpg|thumb|left|100px]] { N (i) }.
[[Image:Mercury in color - Prockter07 centered.jpg|thumb|left|100px]] { U (i) }.
[[Image:Egg Nebula HST.jpg|thumb|left|100px]] { R (i) }.
[[Image:HESS-dark-full.jpg|thumb|left|100px]] { X (i) }.
[[Image:Earth and Moon from Mars PIA04531.jpg|thumb|left|100px]] { O (i) }.
[[Image:SkyMapper and 2.3m.jpg|thumb|left|100px]] { S (i) }.
[[Image:Grand star-forming region R136 in NGC 2070 (visible and ultraviolet, captured by the Hubble Space Telescope).jpg|thumb|left|100px]] { P (i) }.
[[Image:Supernova remnant IC 443.jpg|thumb|left|100px]] { W (i) }.
[[Image:AO proof of concept.jpg|thumb|left|100px]] { M (i) }.
{{clear}}

{Which phenomena are associated with the heliosphere?
|type=&quot;[]&quot;}
+ a region of space where the interstellar medium is blown away by the solar wind
+ a bubble in space
+ virtually all the material emanates from the Sun itself
- Voyager 2
+ Voyager 1
+ the termination shock

{Phenomena associated with the Milky Way are?
|type=&quot;[]&quot;}
+ spiral arms
- a spheroidal shape
+ a standard to differentiate dwarf galaxies
+ often referred to as the Galaxy
+ arms of younger stars
+ contains star clusters
+ dust lanes
+ extended red emission (ERE)
+ a faint galaxy heavy with dark matter may orbit it
- larger than the Andromeda galaxy

{Which of the following are characteristic of interstellar extinction?
|type=&quot;[]&quot;}
+ redder color indices
- closer stars more affected
+ color excess
+ observed color index minus intrinsic color index
- red shift
- blue shift

{The Spitzer Space Telescope has the following phenomena usually associated with it?
|type=&quot;[]&quot;}
+ cryogenically-cooled
+ 85 cm diameter
+ f/12
- lightweight boron
+ 3 - 180 µm wavelength range
- the Fraunhofer E line

{Complete the text:
|type=&quot;{}&quot;}
Match up the type of speed effect with each of the possibilities below:
superluminal - A
luminal - B
subluminal - C
transluminal - D
tachyons - E
tardyons - F
speeds which cross the speed of light { D (i) }.
speed equal to that of light { B (i) }.
particles moving at speeds slower than light { F (i) }.
speed less than light { C (i) }.
particles moving at speeds faster than light { E (i) }
speed greater than light { A (i) }.

{The standard condition for temperature and pressure is likely to be which of the following?
|type=&quot;()&quot;}
- the Sun
- 1 atm
- 0 K
+ 273.15 K
- 1 isobar

{Anomalous dispersion is associated with which of the following?
|type=&quot;[]&quot;}
+ refractive index
- decrease in index
- Scorpius X-1
+ group velocity can be boosted to beyond the velocity of its constituent waves
- resonance of ionized hydrogen

{True or False, Messier 31 is a likely first astronomical X-ray source in the constellation Andromeda.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Complete the text:
|type=&quot;{}&quot;}
Match up the letter for the object name with the radio or radar image below:
Sun - A
Mercury - B
Venus - C
Earth - D
Moon (South Pole) - E
Moon (North Pole) - F
Moon (850 micron thermal emission) - G
Mars (North Pole cross section) - H
Toustatis - I
Jupiter - J
Saturn - K
Titan - L
Interstellar medium - M
Milky Way - N
3C 98 - O
3C 31 - P
3C 380 - Q
Moon (self radiation) - R
NGC 4151 - S
GRS 1915 - T
M87 - U
3C 279 - V
IRC+10216 - W
Boomerang nebula - X
R Sculptoris - Y
[[Image:PIA10008 Seas and Lakes on Titan.jpg|thumb|left|100px]] { L (i) }.
[[Image:3C 380 bent.jpg|thumb|left|100px]] { Q (i) }.
[[Image:The Moon's North Pole.jpg|thumb|left|100px]] { F (i) }.
[[Image:Curious spiral spotted by ALMA around red giant star R Sculptoris (data visualisation).jpg|thumb|left|100px]] { Y (i) }.
[[Image:Bhexplode merlin big.gif|thumb|left|100px]] { T (i) }.
[[Image:Allsky408.jpg|thumb|left|100px]] { N (i) }.
[[Image:Permanently Shadowed Polar Craters.jpg|thumb|left|100px]] { B (i) }.
[[Image:Ghostly 'Boomerang'.jpg|thumb|left|100px]] { X (i) }.
[[Image:Nhsc2010-011a.jpg|thumb|left|100px]] { W (i) }.
[[Image:PIA13164 North Polar Cap Cross Section, Annotated Version.jpg|thumb|left|100px]] { H (i) }.
[[Image:Moon 4panels2 col.jpg|thumb|left|100px]] { R (i) }.
[[Image:M87 jet Hubble.gif|thumb|left|100px]] { U (i) }.
[[Image:Sun5GHz.jpg|thumb|left|100px]] { A (i) }.
[[Image:3c279 mosaic lo.jpg|thumb|left|100px]] { V (i) }.
[[Image:PIA07872 Saturn's rings in radio.jpg|thumb|left|100px]] { K (i) }.
[[Image:Radio galaxy 3C98.png|thumb|left|100px]] { O (i) }.
[[Image:Ngc4151stis.gif|thumb|left|100px]] { S (i) }.
[[Image:Jupiter_radio_image.jpg|thumb|left|100px]] { J (i) }.
[[Image:Moon at 850 microns.gif|thumb|left|100px]] { G (i) }.
[[Image:Radio galaxy 3C31.png|thumb|left|100px]] { P (i) }.
[[Image:HIsky.jpg|thumb|left|100px]] { M (i) }
[[Image:Venus globe.jpg|thumb|left|100px]] { C (i) }
[[Image:Toutatis.jpg|thumb|left|100px]] { I (i) }.
[[Image:Moon South Pole.jpg|thumb|left|100px]] { E (i) }.
[[Image:Antarctica2.jpg|thumb|left|100px]] { D (i) }.
{{clear}}

{True or False, 3C 295 is a galaxy cluster filled with a vast cloud of 50 MK gas and plasma.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Which of the following are associated with lunar red glasses?
|type=&quot;[]&quot;}
+  produced in a volcanic fire-fountain
+ composed of three chemical groups
- lthe presence of crocoite
+ the most Mg-rich group (A) was produced by partial melting of Ti-rich cumulates at a depth of about 480 km
+ derived from a magma by fractional crystallization

{True or False, Coronal loops project into the coronal cloud, through the transition region and the chromosphere.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Which of the following is not an astronomical superluminal source?
|type=&quot;()&quot;}
- 3C 345
+ 3C 48
- 3C 263
- 3C 179
- 3C 245
- 3C 279

{Complete the text:
|type=&quot;{}&quot;}
Match up the object viewed in the ultraviolet with its image:
Sun's chromosphere- L
calcite - M
Venus - N
Jupiter's aurora - O
Jupiter - P
Io - Q
Saturn - R
Betelgeuse - S
Mira - T
LAB-1 - U
Messier 101 - V
[[Image:STEREO B EUVI 171.jpg|thumb|left|100px]] { L (i) }.
[[Image:Opo9913e.jpg|thumb|left|100px]] { Q (i) }.
[[Image:Mira the star-by Nasa alt crop.jpg|thumb|left|100px]] { T (i) }.
[[Image:Venuspioneeruv.jpg|thumb|left|100px]] { N (i) }.
[[Image:Aurora Saturn.jpg|thumb|left|100px]] { R (i) }.
[[Image:Jupiter.Aurora.HST.UV.jpg|thumb|left|100px]] { O (i) }.
[[Image:Lyman-alpha blob LAB-1.jpg|thumb|left|100px]] { U (i) }
[[Image:Betelgeuse star hubble-580x580.jpg|thumb|left|100px]] { S (i) }.
[[Image:Hubble Space Telescope Image of Fragment BDGLNQ12R Impacts.jpg|thumb|left|100px]] { P (i) }.
[[Image:Calcite LongWaveUV HAGAM.jpg|thumb|left|100px]] { M (i) }.
[[Image:M101 UIT.gif|thumb|left|100px]] { V (i) }.
{{clear}}

{The type star that goes through fairly extreme changes of brightness: for instance, in 1952, its brightness increased by 75 times in only 20 seconds, is what star?
|type=&quot;{}&quot;}
{ UV Ceti (i) }

{True or False, Nitrogen has an emission line in the blue.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Which of the following are phenomena associated with grid systems?
|type=&quot;[]&quot;}
+ geographic coordinates
+ the Royal Observatory in Greenwich
+ French Institut Géographique National (IGN) maps
+ a longitude meridian passing through Paris
+ a local center of civilization
+ altitude

{Complete the text:
|type=&quot;{}&quot;}
Match up the altitude with its concept:
altitude - A
meters above sea level - B
indicated altitude - C
absolute altitude - D
true altitude - E
height - F
pressure altitude - G
density altitude - H
altitude in terms of distance above a certain point { F (i) }
masl { B (i) }.
usually a vertical distance measurement { A (i) }.
altitude in terms of the density of the air { H (i) }.
the altimeter reading { C (i) }.
altitude in terms of air pressure { G (i) }.
altitude in elevation above sea level { E (i) }.
distance above the ground directly { D (i) }.

{Which of the following is a shell star?
|type=&quot;[]&quot;}
+ Gamma Cassiopeiae
- Capella
- Sun
+ Beta Canis Minoris
- Tau Ceti
+ Achernar

{Complete the text:
|type=&quot;{}&quot;}
Match up the imaging system letter with the image possibilities below:
Compton Gamma Ray Observatory (EGRET) - A
XMM Newton - B
Fermi Gamma-ray Space Telescope - C
Lunar Orbiter Gamma-Ray Spectrometer - D
BATSE - E
Mars Odyssey GRS - F
GLAST - G
Swift (X-ray/Gamma-ray mission) - H
[[Image:PIA04256 Map of Martian Silicon at Mid-Latitudes.jpg|thumb|left|100px]] { F (i) }
[[Image:Geminga-1.jpg|thumb|left|100px]] { B (i) }.
[[Image:Moon egret.jpg|thumb|left|100px]] { A (i) }.
[[Image:GRB 080319B.jpg|thumb|left|100px]] { H (i) }.
[[Image:Antimatter Explosions.ogv|thumb|left|100px]] { C (i) }.
[[Image:267641main allsky labeled HI.jpg|thumb|left|100px]] { G (i) }.
[[Image:7107.tnl.jpg|thumb|left|100px]] { E (i) }.
[[Image:Moonthorium-med.jpg|thumb|left|100px]] { D (i) }.
{{clear}}

{True or False, Oxygen has an emission line in the blue.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Complete the text:
|type=&quot;{}&quot;}
Match up the letter of the spherical object with each of the possibilities below:
Sun - A
Mercury - B
Venus - C
Earth - D
Moon - E
Mars - F
Ceres - G
Jupiter - H
Callisto - I
Europa - J
Ganymede - K
Io - L
Enceladus - M
Titan - N
Uranus - O
Titania - P
Neptune - Q
Triton - R
Pluto - S
[[Image:Enceladus in the Visual.jpg|thumb|left|100px]] { M (i) }.
[[Image:Triton moon mosaic Voyager 2 (large).jpg|thumb|left|100px]] { R (i) }.
[[Image:Io highest resolution true color.jpg|thumb|left|100px]] { L (i) }.
[[Image:Vg1 1567237.tiff|thumb|left|100px]] { H (i) }.
[[Image:Ceres optimized.jpg|thumb|left|100px]] { G (i) }.
[[Image:Europa-moon.jpg|thumb|left|100px]] { J (i) }.
[[Image:Titania (moon) color cropped.jpg|thumb|left|100px]] { P (i) }.
[[Image:Pluto animiert.gif|thumb|left|100px]] { S (i) }.
[[Image:The Earth seen from Apollo 17.jpg|thumb|left|100px]] { D (i) }.
[[Image:Uranus2.jpg|thumb|left|100px]] { O (i) }.
[[Image:Moon Farside LRO.jpg|thumb|left|100px]] { E (i) }.
[[Image:Callisto.jpg|thumb|left|100px]] { I (i) }.
[[Image:Moon Ganymede by NOAA.jpg|thumb|left|100px]] { K (i) }.
[[Image:Neptune.jpg|thumb|left|100px]] { Q (i) }.
[[Image:Two Halves of Titan.png|thumb|left|100px]] { N (i) }.
[[Image:HI6563 fulldisk.jpg|thumb|left|100px]] { A (i) }.
[[Image:2005-1103mars-full.jpg|thumb|left|100px]] { F (i) }.
[[Image:Venus-real color.jpg|thumb|left|100px]] { C (i) }.
[[Image:Mercury in color - Prockter07 centered.jpg|thumb|left|100px]] { B (i) }.
{{clear}}

{A super flare on the evening of August 28, 1859, was recorded by
|type=&quot;{}&quot;}
{ Balfour Stewart (i) }

{True or False, Fluorine has an emission line in the blue.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Which of the following are phenomena associated with electromagnetic cascades?
|type=&quot;[]&quot;}
+ spectral and timing properties of astronomical sources
+ very high-energy γ-rays
+ the way from the source to the Earth
- soft X-rays
- redshifts
+ ambient radiation fields inside the γ-ray source
- source stability
- protons

{Complete the text:
|type=&quot;{}&quot;}
Match up the radiation letter with each of the detector possibilities below:
Meteors - A
Cosmic rays - B
Neutrons - C
Protons - D
Electrons - E
Positrons - F
Neutrinos - G
Muons - H
Gamma rays - I
X-rays - J
Ultraviolet rays - K
Optical rays - L
Visual rays - M
Violet rays - N
Blue rays - O
Cyan rays - P
Green rays - Q
Yellow rays - R
Orange rays - S
Red rays - T
Infrared rays - U
Submillimeter rays - V
Radio rays - W
Superluminal rays - X
multialkali (Na-K-Sb-Cs) photocathode materials { L (i) }.
F547M { Q (i) }.
511 keV gamma-ray peak { F (i) }.
F675W { T (i) }.
broad-band filter centered at 404 nm { N (i) }.
a cloud chamber { B (i) }.
ring-imaging Cherenkov { X (i) }.
coherers { W (i) }.
effective area is larger by 10&lt;sup&gt;4&lt;/sup&gt; { H (i) }.
F588N { R (i) }.
pyroelectrics { U (i) }.
a blemish about 8,000 km long { A (i) }.
a metal-mesh achromatic half-wave plate { V (i) }.
coated with lithium fluoride over aluminum { K (i) }.
thallium bromide (TlBr) crystals { O (i) }.
F606W { S (i) }.
aluminum nitride { J (i) }.
heavy water { G (i) }.
18 micrometers FWHM at 490 nm { P (i) }.
wide-gap II-VI semiconductor ZnO doped with Co&lt;sup&gt;2+&lt;/sup&gt; (Zn&lt;sub&gt;1-x&lt;/sub&gt;Co&lt;sub&gt;x&lt;/sub&gt;O) { M (i) }.
a recoiling nucleus { C (i) }
high-purity germanium { I (i) }.
magnetic deflection to separate out incoming ions { E (i) }.
2.2-kilogauss magnet used to sweep out electrons { D (i) }.

{True or False, Neon has an emission line in the blue.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Which of the following are associated with sounding rockets?
|type=&quot;[]&quot;}
+ a launch location
+ Woomera Test Range
+ White Sands Proving Grounds
- Titania
+ Natal, Brazil
+ the Skylark

{True or False, The Galactic plane passes through the constellation of Caelum.
|type=&quot;()&quot;}
- TRUE
+ FALSE

{Red-giant stars have (or theoretically may have) these in common:
|type=&quot;[]&quot;}
+ potential &lt;sup&gt;22&lt;/sup&gt;Ne
+ helium-burning shells
+ non-standard neutrino losses
+ Lithium red line
+ N stars display F abundances up to 30 times the solar system value
+ RGB and AGB stars
+ a radius between 200 and 800 times that of the Sun

{True or False, If you have a severe headache after about 35 Grays of exposure to ionizing radiation, you may be in an immediate phase radiation poisoning.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{WNM is an acronym for what?
|type=&quot;{}&quot;}
{ warm neutral medium (i) }

{Which of the following is a spectral class S star?
|type=&quot;[]&quot;}
+ BD Camelopardalis
+ S Ursae Majoris
+ Chi Cygni
- Deneb
- Altair
- Fomalhaut

{True or False, Radio rays have wavelengths of one millimeter or more.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Which of the following is not an astronomical entity?
|type=&quot;()&quot;}
- Mercury
- Venus
+ Earth
- Mars
- Jupiter
- Saturn
- Uranus
- Neptune

{Soon after the invention of radar astronomy, what classical planet was detected
|type=&quot;{}&quot;}
{ Moon|the Moon (i) }

{Complete the text:
|type=&quot;{}&quot;}
Match up the item letter with each of the possibilities below:
Sun - A
Mercury - B
Venus - C
Earth - D
Comets - E
Mars - F
Jupiter - G
Saturn - H
Auroral currents on the order of 10&lt;sup&gt;6&lt;/sup&gt; Amps { G (i) }
Fluorescent radiation from oxygen at ~130 km above the surface { C (i) }.
Faint halo of X-rays extending out some 7,000 km { F (i) }.
Solar wind lighting up with X-rays { E (i) }.
Bright X-ray arcs at low energy { D (i) }.
Major source of hard X-rays { A (i) }.
X-ray emission concentrated near the equator { H (i) }.
Low surface iron content in minerals { B (i) }.

{True or False, Seifertite has only been found in Martian and lunar meteorites.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{The 1&lt;sub&gt;11&lt;/sub&gt; → 1&lt;sub&gt;10&lt;/sub&gt; rotational transition that occurs in the direction of four dark nebulae is likely from what chemical.
|type=&quot;{}&quot;}
{ formaldehyde (i) }

{Complete the text:
|type=&quot;{}&quot;}
Match up the item letter with each of the possibilities below:
Optical bench - A
Focal length - B
CCD - C
Coded aperture - D
Grazing incidence - E
Modulator - F
Collimator - G
Normal incidence - H
a device for the movement of electrical charge { C (i) }
gold mirrors { E (i) }.
narrows a beam { G (i) }.
a measure of how strongly a system converges or diverges { B (i) }.
reflective multilayer optics { H (i) }.
varying amplitude, phase, or frequency { F (i) }.
a flat grille { D (i) }.
a platform used to support systems { A (i) }.

{Which of the following is a spectral class C or carbon star?
|type=&quot;[]&quot;}
- Alpha Camelopardalis
+ R Leporis
+ TT CVn
+ S Camelopardalis
- Pistol Star
+ Y Canum Venaticorum

{Soil samples from the mare of the Moon reflect primarily cyan due to the presence in the soils of what?
|type=&quot;{}&quot;}
{ TiO&lt;sub&gt;2&lt;/sub&gt;|TiO2 (i) }

{Complete the text:
|type=&quot;{}&quot;}
Match up the item letter with each of the possibilities below:
Intracluster medium - A
Mayall's object - B
M82 PAHs - C
Milky Way bubbles - D
Local Hot Bubble - E
Stephan's Quintet  - F
UGC 8335 - G
Arp 272 - H
[[Image:Hubble Interacting Galaxy UGC 8335 (2008-04-24).jpg|thumb|left|100px]] { G (i) }
[[Image:Outflow from M82 galaxy.jpg|thumb|left|100px]] { C (i) }.
[[Image:Stephan's Quintet with annotation.jpg|thumb|left|100px]] { F (i) }.
[[Image:Local_bubble.jpg|thumb|left|100px]] { E (i) }.
[[Image:800 nasa structure renderin2.jpg|thumb|left|100px]] { D (i) }.
[[Image:A2199 Xray Optical2.jpg|thumb|left|100px]] { A (i) }.
[[Image:Hubble Interacting Galaxy NGC 6050 (2008-04-24).jpg|thumb|left|100px]] { H (i) }.
[[Image:Hubble Interacting Galaxy Arp 148 (2008-04-24).jpg|thumb|left|100px]] { B (i) }.
{{clear}}

{Which of the following are green radiation astronomy phenomena associated with the Sun?
|type=&quot;[]&quot;}
+ the color of the upper rim as seen from Earth
+ an excess brightness at or near the edge of the Sun
+ the iron XIV green line
- neutron emission
+ polar coronal holes
- meteor emission
+ changes in the line-blanketing

{Complete the text:
|type=&quot;{}&quot;}
Match up the radiation type with the satellite:
meteor - A
cosmic ray - B
neutral atoms - C
neutron - D
proton - E
electron - F
positron - G
neutrino - H
gamma ray - I
X-ray - J
ultraviolet - K
optical - L
visual - M
violet - N
blue - O
cyan - P
green - Q
yellow - R
orange - S
red - T
infrared - U
submillimeter - V
microwave - W
radio - X
radar - Y
superluminal - Z
[[Image:JUNO - PIA13746.jpg|thumb|left|100px]] { M (i) }.
[[Image:RAE B.jpg|thumb|left|100px]] { X (i) }.
[[Image:Chandra-spacecraft labeled-en.jpg|thumb|left|100px]] { J (i) }.
[[Image:Alpha Magnetic Spectrometer - 02.jpg|thumb|left|100px]] { Z (i) }.
[[Image:Voyager.jpg|thumb|left|100px]] { N (i) }.
[[Image:GLAST on the payload attach fitting.jpg|thumb|left|100px]] { I (i) }.
[[Image:Mars-express-volcanoes-sm.jpg|thumb|left|100px]] { Y (i) }.
[[Image:Nasasupports.jpg|thumb|left|100px]] { H (i) }.
[[Image:IBEX.jpg|thumb|left|100px]] { C (i) }.
[[Image:STEREO spacecraft.gif|thumb|left|100px]] { P (i) }.
[[Image:GOES-P.jpg|thumb|left|100px]] { E (i) }.
[[Image:Aquarius SAC-D satellite.png|thumb|left|100px]] { W (i) }.
[[Image:STS-134 International Space Station after undocking.jpg|thumb|left|100px]] { O (i) }.
[[Image:Micrometeoroid hole.jpg|thumb|left|100px]] { A (i) }.
[[Image:Rosetta.jpg|thumb|left|100px]] { Q (i) }.
[[Image:INTEGRAL-spacecraft410.jpg|thumb|left|100px]] { G (i) }.
[[Image:FUSE prelaunch crop.jpg|thumb|left|100px]] { K (i) }.
[[Image:Swas 1.jpg|thumb|left|100px]] { V (i) }.
[[Image:2001 mars odyssey wizja.jpg|thumb|left|100px]] { D (i) }.
[[Image:Spitzer space telescope pre-launch.jpg|thumb|left|100px]] { U (i) }.
[[Image:TERRA_am1.jpg|thumb|left|100px]] { R (i) }.
[[Image:Galileo Energetic Particles Detector.jpg|thumb|left|100px]] { F (i) }
[[Image:Landsat7photo.jpg|thumb|left|100px]] { S (i) }.
[[Image:Pioneer 10 on its kickmotor.jpg|thumb|100px|left]] { B (i) }.
[[Image:Mariner 10.jpg|thumb|left|100px]] { T (i) }.
[[Image:HST-SM4.jpeg|thumb|left|100px]] { L (i) }.
{{clear}}

{Which of the following may be true regarding the interacting galaxies of UGC 9618?
|type=&quot;[]&quot;}
+ the pair of galaxies appear to be interacting rather than a mere galaxy double
+ a lack of luminous sources at any wavelength in the interaction volume
+ asymmetry is approximately centered on the interaction volume
+ a common origin originally between them
+ the large X-ray output surrounding primarily the more central portion of the edge-on galaxy suggests a very high temperature galactic coronal cloud
+ the infrared portion of the composite image with ultraviolet strongly suggests that the edge-on galaxy is much cooler in general than the face-on galaxy
+ orange and yellow astronomy reveal that the edge-on galaxy may be composed of older or cooler stars
- VV340A appears to be more than 33 % involved in the interaction

{True or False, Using transits of the Sun by Mercury demonstrates that the Sun is most likely located well within the orbit of Mercury.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Complete the text:
|type=&quot;{}&quot;}
Match up the type of Sun system astrogony with each of the possibilities below:
Babylonian epic story of creation - A
a primordial or first Greek god - B
the primeval chaos - C
creation of heaven and earth - D
Greek god personifying the sky - E
Cronus (Saturn) castrating his father - F
separation of the waters by a firmament { D (i) }.
Chaos magno { B (i) }.
Uranus { F (i) }.
watery abyss { C (i) }.
''Ouranos'' { E (i) }
Enuma Elish { A (i) }.

{When ionization cones are present, what green characteristics are usually readily observed?
|type=&quot;[]&quot;}
+ O III green emission line
+ green continua
+ biconical structure
+ a common cone axis and apex
+ ionized gas
- neon clouds

{Which of the following are associated with the IceCube Neutrino Observatory?
|type=&quot;[]&quot;}
+ under ice
+ the Amundsen-Scott South Pole Station
+ Digital Optical Modules
+ the counting house is on the surface above the array
- the baryon neutrino
+ the electron neutrino

{True or False, HR 4731, α&lt;sup&gt;2&lt;/sup&gt; Cru is an infrared source in the constellation Crux.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Complete the text:
|type=&quot;{}&quot;}
Match up the violet or violet containing image with the object letter:
Sun - A
Venus - B
Earth - C
Moon - D
Mars - E
Jupiter - F
Ganymede - G
Io - H
Saturn - I
Dione - J
Titan - K
Uranus - L
Ariel - M
Miranda - N
Triton - O
Eta Carinae - P
NGC 5584 - Q
[[Image:Miranda3.jpg|thumb|left|100px]] { N (i) }.
[[Image:Titan's Halo PIA07774.jpg|thumb|left|100px]] { K (i) }.
[[Image:Triton's Cryovulcan.jpg|thumb|left|100px]] { O (i) }.
[[Image:Dione color.jpg|thumb|left|100px]] { J (i) }.
[[Image:Voyager 2 - Saturn - 3115 7854 2.png|thumb|left|100px]] { I (i) }.
[[Image:Mars violet sky.jpg|thumb|left|100px]] { E (i) }.
[[Image:Phot-16-07.jpg|thumb|left|100px]] { Q (i) }.
[[Image:Vg1 1567237.tiff|thumb|left|100px]] { F (i) }.
[[Image:Eta Carinae.jpg|thumb|left|100px]] { P (i) }.
[[Image:PIA00072.jpg|thumb|left|100px]] { B (i) }.
[[Image:Iosurface gal.jpg|thumb|left|100px]] { H (i) }.
[[Image:Uranus rings.png|thumb|left|100px]] { L (i) }.
[[Image:Moon1 gal big.gif|thumb|left|100px]] { D (i) }.
[[Image:Ganymede-moon.jpg|thumb|left|100px]] { G (i) }
[[Image:Clements Mountain NPS.jpg|thumb|100px|left]] { C (i) }.
[[Image:Blueberrysun friedman 1296.jpg|thumb|left|100px]] { A (i) }.
[[Image:Ariel color PIA00041.jpg|thumb|left|100px]] { M (i) }.
{{clear}}

{Complete the text:
|type=&quot;{}&quot;}
Match up the type of trigonometric parallax with each of the possibilities below:
visual parallax - A
distribution function of the errors in distance - B
VLBA - C
Cygnus X-1 - D
pulse times of arrival - E
ultraviolet trigonometric parallax - F
optical annual parallax (HST) - G
continuum 'fixed' radio sources J1953+3537 and J1957+3338  { D (i) }.
Vela pulsar  { G (i) }.
skewed due to non-linearity { B (i) }.
cloud top height  { F (i) }.
Sgr B2M and Sgr B2N { C (i) }.
PSRs J1744−1134 and J1024−0719 detected at X-ray energies { E (i) }
χ Cyg 144 ± 25 pc (Stein 1991) { A (i) }.

{True or False, RS Canum Venaticorum variables are close binary stars having active chromospheres which can cause large stellar spots.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Which of the following are phenomena usually associated with fluorine emission?
|type=&quot;[]&quot;}
+ fluorine emission lines in the green are relatively weak
+ fluorine lines in the near infrared are usually much stronger than the green lines
+ F I has lines in the green
+ F II has lines in the green
+ F III has at least one line in the green
- the Fraunhofer E line

{Complete the text:
|type=&quot;{}&quot;}
Match up the item letter with each of the possibilities below:
Chemistry - A
Geography - B
History - C
Mathematics - D
Physics - E
Science - F
Technology - G
Geology - H
solar eclipses { B (i) }
a spatial frequency of occurrence or extent { E (i) }.
radio observations revealed a radio corona around the Sun { C (i) }.
elemental abundances { A (i) }.
microcalorimeter arrays { G (i) }.
The Ariel V /3 A/ catalogue of X-ray sources. II - Sources at high galactic latitude |b| &gt; 10° { F (i) }.
Carancas meteorite { H (i) }.
a thermal bremsstrahlung source may fit { D (i) }.

{Which of the following are associated with SOFIA?
|type=&quot;[]&quot;}
+ the atmosphere of the Earth
+ the stratosphere
- X-rays
- a rocket
- a balloon
+ a Boeing 747
+ infrared astronomy

{Complete the text:
|type=&quot;{}&quot;}
One of the reasons why detection of { glycine (i) } is controversial is that although { radio (i) } (and some other methods like rotational spectroscopy) are good for the identification of simple species with large dipole moments, they are less sensitive to more { complex (i) } molecules, even something relatively small like { amino acids| aas (i) }.

{Complete the text:
|type=&quot;{}&quot;}
Charged-current charged pion production is a process in which a { neutrino (i) } interacts with an atomic { nucleus (i) } and produces a { muon (i) }, a charged { pion (i) } and recoiling nuclear fragments.

{Which of the following are the differences between a star and an astronomical yellow source?
|type=&quot;[]&quot;}
+ a star may emit predominantly green rays
- an astronomical yellow source is spherical
- a yellow star is an astronomical yellow source
+ a star with nuclear fusion in its chromosphere emits neutrinos, but a yellow source with no nuclear fusion ongoing does not
+ a yellow source may be cloud like
+ an astronomical yellow source may be a rocky object

{True or False, The Sun must be located at the barycenter of the solar system.
|type=&quot;()&quot;}
- TRUE
+ FALSE

{Complete the text:
|type=&quot;{}&quot;}
Match up the blue object with the possibilities below:
Sun - H
Mercury - I
Venus - J
Earth - K
Meteorite on Mars - L
Pallas - M
Comet Holmes - N
Europa - O
Io - P
Saturn - Q
Enceladus - R
Tethys - S
Titan - T
Neptune - U
Abell 370 - V
SN 1987A - W
Crab Nebula - X
[[Image:Orange and Blue Hazes Close-up.jpg|thumb|left|100px]] { T (i) }.
[[Image:Blueberrysun friedman 1296.jpg|thumb|left|100px]] { H (i) }.
[[Image:17pHolmes 071104 eder vga.jpg|thumb|left|100px]] { N (i) }.
[[Image:PallasHST2007.jpg|thumb|left|100px]] { M (i) }.
[[Image:Tethys enhanced color.jpeg|thumb|left|100px]] { S (i) }.
[[Image:Crab_Nebula.jpg|thumb|left|100px]] { X (i) }.
[[Image:Europa-moon.jpg|thumb|left|100px]] { O (i) }.
[[Image:Venus-real color.jpg|thumb|left|100px]] { J (i) }.
[[Image:Gravitational lensing in the galaxy cluster Abell 370 (captured by the Hubble Space Telescope).jpg|thumb|left|100px]] { V (i) }.
[[Image:Earth Pacific jul 30 2010.jpg|thumb|left|100px]] { K (i) }.
[[Image:Enceladus PIA07800.jpg|thumb|left|100px]] { R (i) }.
[[Image:SN 1987A HST.jpg|thumb|left|100px]] { W (i) }.
[[Image:Blue Saturn.jpg|thumb|left|100px]] { Q (i) }.
[[Image:Block Island meteorite color close-up (PIA12193).jpg|thumb|left|100px]] { L (i) }.
[[Image:Neptune.jpg|thumb|left|100px]] { U (i) }.
[[Image:Mercury in color - Prockter07-edit1.jpg|thumb|left|100px]] { I (i) }.
[[Image:Io Color Eclipse Movie - PIA03450.gif|thumb|left|100px]] { P (i) }.
{{clear}}

{Which of the following are associated with the dynamo of the Sun?
|type=&quot;[]&quot;}
- plate tectonics in its past
+ dipole magnetic field
- it is spheroidal
- stripes of crustal magnetism
+ a circular electric current flowing deep within the star
- it appears to be in hydrostatic equilibrium
- transform faults
+ shear between different parts of the Sun
- two natural satelites
- it has a radiative zone

{Which of the following is not a star-forming region?
|type=&quot;()&quot;}
- Messier 17 sky region
- RCW 79
- NGC 2024
+ Local Void
- NGC 2264
- NGC 6503

{Nuclear physics phenomena associated with the atmosphere of the Sun are
|type=&quot;[]&quot;}
- symbiotic novae
+ coronal loops acting like particle accelerators
+ nanoflares
- high atmospheric pressure
+ deuterium
+ emitted neutrons

{True or False, α Sagittarii may be the first detected UV source in the constellation Sagittarius.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Which geographical phenomena are associated with Iapetus?
|type=&quot;[]&quot;}
+ dark territory of Cassini Regio
- manifesting intense magnetic fields
+ equatorial ridge that bisects Cassini Regio
+ global &quot;color dichotomy&quot;
+ global brightness dichotomy
+ different color hues
+ leading vs. the trailing side color hues

{True or False, The standard candle being used in 1977 for spectral region K5-M4 is the CN (cyanide) index from the CN absorption in selected bands.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Helium has emission lines in which of the following colors?
|type=&quot;[]&quot;}
+ violet
+ blue
+ cyan
+ green
+ yellow
- orange
+ red

{Which of the following are associated with X-radiation?
|type=&quot;[]&quot;}
+ spans three decades in wavelength
+ spans three decades in frequency
+ spans three decades in energy
+ emitted by &lt;sup&gt;26&lt;/sup&gt;Al
+ coronal clouds
+ 60 keV electromagnetic radiation
+ 90 eV electromagnetic radiation
- visually dark source

{Which of the following is not a characteristic of solar active regions?
|type=&quot;()&quot;}
- lithium
- nucleosynthesis
- coronal clouds
- spot central meridian passage
+ a surface coverage of at least 95%.

{True or False, For the photosphere to have a net negative charge and interstellar electrons to be streaming into the solar system, the sign of the voltage at the Sun is positive.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Phenomena associated with apparent superluminal motion are
|type=&quot;[]&quot;}
- tachyons
+ an optical illusion
+ the object partly moving in the direction of the observer
- large amounts of mass moving at close to half the speed of light
+ speed calculations assume it does not move in the direction of the observer
+ velocities close to the speed of light relative to our reference frame

{Which of the following are associated with the geodynamo of Mars?
|type=&quot;[]&quot;}
+ plate tectonics in its past
- Mars is spheroidal
+ stripes of crustal magnetism
- it appears to be in hydrostatic equilibrium
+ transform faults
- two natural satelites
+ the direction of the magnetic field changes dramatically from place to place

{True or False, By setting the first partial derivative of Planck's equation in wavelength form equal to zero, iterative calculations may be used to find pairs of (λ,T) that to some significant digits represent the peak wavelength for a given temperature and vice versa.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Complete the text:
|type=&quot;{}&quot;}
Match up the theoretical astronomy idea with each of the possibilities below:
astronomical object - A
astronomical source - B
astronomical entity - C
star - D
interstellar medium - E
material - F
natural luminous body visible in the sky { D (i) }.
naturally from which something comes { B (i) }.
matter which may be shaped or manipulated { F (i) }.
an independent, separate, or self-contained existence { C (i) }.
the matter that exists in the space between the star systems { E (i) }
naturally in the sky especially at night { A (i) }.

{True or False, The character, sign, or symbol ⊚, ⨀, ⦿, or ⊙ may represent Saturn.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Complete the text:
|type=&quot;{}&quot;}
Match up the type of stellar surface fusion with each of the possibilities below:
symbiotic nova - A
recurrent nova - B
flare star (flaring) - C
accretion - D
coronal loops - E
amplitude of between 9 and 11 magnitudes { A (i) }.
a close companion star that overflows its Roche lobe { D (i) }.
about every 20 years { B (i) }.
unpredictable dramatic increases in brightness for a few minutes { C (i) }.
the basic structure of the lower corona and transition region { E (i) }

{Which phenomena are associated with the dynamo of Uranus?
|type=&quot;[]&quot;}
- axisymmetric magnetic field
- sulfur volcanoes
+ non-dipolar
- water oceans
+ bipolar magnetotail
+ detached bow shock
- obtuse rotation

{True or False, The planet Saturn exhibits a pale yellow hue due to ammonia crystals in its upper atmosphere.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Complete the text:
|type=&quot;{}&quot;}
Match up the item letter with each of the first astronomical source possibilities below:
Meteors - A
Cosmic rays - B
Neutrons - C
Protons - D
Electrons - E
Positrons - F
Gamma rays - G
Superluminals - H
cosmic rays { C|D (i) }
galactic nuclei { H (i) }.
comets { A (i) }.
electron-positron annihilation { G (i) }.
weak force nuclear decay { F (i) }.
AGNs { B (i) }.
511 keV photon pair production { E (i) }.
solar wind { D (i) }.

{Which of the following emission/absorption phenomena are associated with yellow astronomy?
|type=&quot;[]&quot;}
+ Nitrogen emission line at 575.5 nm
- the strong C&lt;sub&gt;2&lt;/sub&gt; (1,2) band
- nitrogen emission in plasmas at 566.934 nm from N VIII
+ Helium emission line at 5876 Å
- neutral iron line at 526.96 nm
+ Calcium yellow line at 569.4 nm

{True or False, The European Space Agency's Herschel Space Observatory has aboard the Photodetector Array Camera and Spectrometer (PACS) which operates in three bands centred on 70, 100, and 160 μm, respectively.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Which of the following is a barium star?
|type=&quot;[]&quot;}
- Alpha Camelopardalis
+ Zeta Capricorni
- TT CVn
- S Camelopardalis
+ HR 107
+ HR 774

{Complete the text:
|type=&quot;{}&quot;}
Match up the image with the star-forming regions:
Messier 17 - A
RCW 79 - B
Flame Nebula - C
Cone Nebula - D
NGC 1999 - E
R136 - F
HH 46/47 - G
RCW 108 - H
Carina Nebula - I
NGC 3582 - J
NGC 1097 - K
Hubble-X - L
NGC 6334 - M
Arp 220 - N
Sh 2-106 - O
Rho Ophiuchi complex - P
Ghost Head Nebula - Q
NGC 2366 - R
NGC 2363 - S
Dragonfish nebula - T
[[Image:Rho Ophiuchi.jpg|thumb|left|100px]] { P (i) }.
[[Image:Phot-33a-05.jpg|thumb|left|100px]] { K (i) }.
[[Image:NGC2080.jpg|thumb|left|100px]] { Q (i) }.
[[Image:Cone Nebula (NGC 2264) Star-Forming Pillar of Gas and Dust.jpg|thumb|left|100px]] { D (i) }.
[[Image:Ngc2363HST.jpg|thumb|left|100px]] { S (i) }.
[[Image:Wide Field Imager view of the star formation region NGC 3582.jpg|thumb|left|100px]] { J (i) }.
[[Image:Star-forming region S106 (captured by the Hubble Space Telescope).tif|thumb|left|100px]] { O (i) }.
[[Image:Wide-field view of the star-forming region around the Herbig-Haro object HH 46 47.jpg|thumb|left|100px]] { G (i) }.
[[Image:Star-forming region.jpg|thumb|left|100px]] { A (i) }.
[[Image:Hubble Interacting Galaxy Arp 220 (2008-04-24).jpg|thumb|left|100px]] { N (i) }.
[[Image:Small Section of the Carina Nebula.jpg|thumb|left|100px]] { I (i) }.
[[Image:Grand star-forming region R136 in NGC 2070 (captured by the Hubble Space Telescope).jpg|thumb|left|100px]] { F (i) }.
[[Image:Glowing Gas Cloud in the Star-Forming Region of Galaxy NGC 6822 (Hubble).jpg|thumb|left|100px]] { L (i) }.
[[Image:Spectacular star-forming region known as the Flame Nebula, or NGC 2024.jpg|thumb|left|100px]] { C (i) }.
[[Image:Hubble view of NGC 2366 - Heic1207a.jpg|thumb|left|100px]] { R (i) }.
[[Image:Ngc1999.jpg|thumb|left|100px]] { E (i) }
[[Image:Star-forming Region RCW 108 in Ara.jpg|thumb|left|100px]] { H (i) }.
[[Image:Star-Forming &quot;Bubble&quot; RCW 79.jpg|thumb|left|100px]] { B (i) }.
[[Image:Dragonfish600.jpg|thumb|left|100px]] { T (i) }.
[[Image:The star-forming Cat’s Paw Nebula through ArTeMiS’s eyes.jpg|thumb|left|100px]] { M (i) }.
{{clear}}

{Which of the following are associated with Type-Ia supernovae as a standard candle?
|type=&quot;[]&quot;}
- lack silicon lines
+ lack hydrogen lines
+ lack helium lines
- lack lithium lines
+ expanding photosphere method
- almost as luminous as the brightest red supergiants

{Complete the text:
|type=&quot;{}&quot;}
Match up the item letter with each of the possibilities below:
synchrotron X-rays - A
power law - B
inverse Compton - C
thermal Bremsstrahlung - D
black body - E
cyclotron - F
Supergiant Fast X-ray Transients { D (i) }
Galactic diffuse emission { B (i) }.
Crab nebula { A (i) }.
continuum { C|D|E|A (i) }.
accretion disk { E (i) }.
strongly magnetized neutron stars { F (i) }.

{Which of the following sunspot phenomena are associated with the Maunder minimum?
|type=&quot;[]&quot;}
+ extensively long quiet Sun
+ lowest &lt;sup&gt;14&lt;/sup&gt;C concentration from as far back as 1100 BP.
+ a period of lower-than-average European temperatures
- a surface coverage of about 88%
+ only about 50 sunspots during one 30-year period
+ 11-year cycles

{Complete the text:
|type=&quot;{}&quot;}
Match up the likely surface fusion activity with the image:
CME - A
coronal clouds - B
solar flare - C
neutrinos from the solar octant - D
coronal loops - E
prominences - F
[[Image:Neusun1 superk1.jpg|thumb|left|100px]] { D (i) }.
[[Image:Coronal Mass Ejection.gif|thumb|left|100px]] { A (i) }.
[[Image:SDO first light.png|thumb|left|100px]] { F (i) }.
[[Image:Rhessi0269 web.jpg|thumb|left|100px]] { C (i) }.
[[Image:Solar flare (TRACE).gif|thumb|left|100px]] { E (i) }
[[Image:Sun in X-rays Recovered.png|thumb|left|100px]] { B (i) }.
{{clear}}

{True or False, O VI is a lithium-like ion.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{AGNs may be used as standard candles because?
|type=&quot;[]&quot;}
+ they are extremely luminous
+ can be observed at very large distances
+ they emit their own light signature
- GeV gamma rays 
+ reverberation mapping 
+ tight relationship between the luminosity of an AGN and the radius of its broad line region

{Complete the text:
|type=&quot;{}&quot;}
Match up the trigonometric parallax phenomena with the image:
stellar parallax motion - A
Very Long Baseline Array - B
radio continuum - C
Chandra X-ray Observatory spatial resolution HRC-I ~ 0.5 arcsec - D
WD 0346+246 has a trigonometric parallax measurement - E
Very Large Telescope - F
[[Image:Proxima xray.jpg|thumb|left|100px]] { D (i) }.
[[Image:Stellarparallax2.svg|thumb|left|100px]] { A (i) }.
[[Image:FORS2 image of DE1520-44.jpg|thumb|left|100px]] { F (i) }.
[[Image:Continuum Sources.jpg|thumb|left|100px]] { C (i) }.
[[Image:SSPM J2231-7514.jpg|thumb|left|100px]] { E (i) }
[[Image:Sgr B2M.jpg|thumb|left|100px]] { B (i) }.
{{clear}}

{Which of the following are associated with hydrocarbons?
|type=&quot;[]&quot;}
+ liquid lakes on Titan
+ petroleum deposits on Earth
+ methane in the atmosphere of Uranus
- Titania
+ atmosphere of Neptune
- an H II region

{True or False, In a cyclotron on Earth &lt;sup&gt;261&lt;/sup&gt;Rg can be created using about 290 MeV to accelerate say &lt;sup&gt;64&lt;/sup&gt;Ni into bismuth, in a coronal loop or flare in the atmosphere of the Sun where up to about 400 MeV expenditures have been detected, nickel can be accelerated up to about 290 MeV into bismuth to create roentgenium.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{The orange band from molecular calcium chloride is observed in the spectra of many stars of what type?
|type=&quot;{}&quot;}
{ carbon|carbon stars (i) }

{Complete the text:
|type=&quot;{}&quot;}
Regarding a blue haze layer near the south polar region of Titan, the difference in color { blue (i) } above and { orange (i) } nearer the { surface (i) } could be due to { particle size (i) } of the haze.

{True or False, The differential profile of the Sun's surface extends into the solar interior as rotating cylinders of constant angular momentum.
|type=&quot;()&quot;}
- TRUE
+ FALSE

{Complete the text:
|type=&quot;{}&quot;}
Match up the item letter with each of the possibilities below:
Scorpius X-1 - A
Serpens X-1 - B
Circinus X-1 - C
Virgo X-1 - D
Taurus X-1 - E
Cygnus X-1 - F
Cepheus X-1 - G
Sagittarius X-1 - H
Crab Nebula { E (i) }
Messier 87 { D (i) }.
2U 1744-26 { H (i) }.
Tychos's Nova SN 1572 { G (i) }.
Carina X-1 misprint { C (i) }.
the first X-ray source widely accepted to be a black hole candidate { F (i) }.
discovered in 1962 by a team under Riccardo Giacconi { A (i) }.
not Caput { B (i) }.

{True or False, Regulus is a likely first violet source in Leo.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Which of the following are associated with globular clusters as a standard candle?
|type=&quot;[]&quot;}
- characteristic mottling
+ luminosity functions
+ turnover point
- incipient resolution 
+ dispersion of the distribution
- easy to recognize
+ log-normal function

{[[Image:Spiral Galaxy M100.jpg|right|100px]] The galaxy image at the right has approximately which type of rotational symmetry??
|type=&quot;()&quot;}
- one-fold - ⊙
+ two-fold - ⊖
- three-fold - ▲
- four-fold - ◈
- five-fold - ✪
- six-fold - ✱
{{clear}}

{Complete the text:
|type=&quot;{}&quot;}
A three-color (850, 650, and 350 GHz) single-pixel { bolometer (i) } system has been installed on the { Atacama (i) } Submillimeter Telescope (ASTE) and several massive star forming regions were mapped to derive submillimeter SEDs of these sources.

{Trigonometric parallax involves which of the following?
|type=&quot;[]&quot;}
+ parsecs
+ reciprocal of parallax
+ arcseconds
+ apparent changes in position
+ lines of sight

{Complete the text:
|type=&quot;{}&quot;}
Match up the approximate luminosity class with each of the stellar class possibilities below:
0 - A
I - B
II - C
III - D
IV - E
V - F
VI - G
VII - H
giants { D (i) }.
supergiants { B (i) }.
white dwarfs { H (i) }.
main-sequence { F (i) }.
bright giants { C (i) }.
subdwarfs { G (i) }.
subgiants { E (i) }
hypergiants { A (i) }.

{Which of the following are associated with the stellar active region control group?
|type=&quot;[]&quot;}
+ solar cycle
- closed magnetic structures
- solar wind
+ long-lived loop arcades
+ helmet streamers
+ the Sun

{True or False, Sirius is a likely first red source in Canis Major.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Which of the following is not a phenomenon usually associated with sunspots?
|type=&quot;()&quot;}
- solar photosphere
- a hole in the granulated photosphere
+ production of &lt;sup&gt;7&lt;/sup&gt;Be
- rotation
- solar cycle
- starspots
- flip-flop cycle

{Complete the text:
|type=&quot;{}&quot;}
Match up the item letter with each of the possibilities below:
Hydrogen - H, or D
Helium - He
Lithium - Li
Beryllium - Be
Boron - B
Carbon - C
Nitrogen - N
Oxygen - O
Fluorine - F
Neon - Ne
consumed in chromosphere fusion to produce lithium and neutrinos { Be (i) }.
isotope fusion in the chromosphere producing neutrinos { He (i) }
fusion in the chromosphere producing the most neutrinos { H|D (i) }.
a factor of ~200 below meteorite abundance in the Sun's photosphere { Li (i) }.
detected with X-rays on the Moon { O (i) }.
an organic form detected in Allan Hills 84001 probably from Mars { C (i) }.
detected marginally on Venus with Chandra { N (i) }.
found in the X-ray spectra of comets { Ne (i) }.
consumed to produce beryllium and neutrinos { B (i) }.
a surface impurity on meteorites { F (i) }.

{Which of the following are associated with standard candles?
|type=&quot;[]&quot;}
+ Cepheid variables
+ Type Ia supernovae
+ the Sun
+ stellar spectral type 
+ absolute magnitude 
+ Tully-Fisher relation

{Complete the text:
|type=&quot;{}&quot;}
Match up the observation with the binary star:
Sirius A and B - A
Algol A and B - B
Albireo - C
WISE J1049-5319 - D
Mizar A - E
Minkowski 2-9 - F
[[Image:New-binary-star-third-closest-to-sun-3.jpg|thumb|left|100px]] { D (i) }.
[[Image:Sirius A and B Hubble photo.jpg|thumb|left|100px]] { A (i) }.
[[Image:Planetary Nebula M2-9.jpg|thumb|left|100px]] { F (i) }.
[[Image:Albireo.jpg|thumb|left|100px]] { C (i) }.
[[Image:MizarA npoi big.gif|thumb|left|100px]] { E (i) }
[[Image:Algol AB movie imaged with the CHARA interferometer - labeled.gif|thumb|left|100px]] { B (i) }.
{{clear}}

{True or False, Beryllium has an emission line in the blue.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Complete the text:
|type=&quot;{}&quot;}
Whether the thermal IGM is { collisional (i) } or collisionless at scales smaller than the  { Coulomb (i) } scale depends on the effect of reduced { mean free path (i) } that is mediated by the plasma { instabilities (i) }.

{Which of the following are radiation astronomy phenomena usually associated with lithium emission?
|type=&quot;[]&quot;}
+ a green emission line
- nucleosynthesis
+ an orange line at 610.3 nm
+ the Spite plateau
+ lithium-drifted silicon detectors
- the Fraunhofer E line
- asymptotic supergiant branch
+ an infrared line at 812.6 nm

{True or False, Ray angle deviation and dispersion through a prism can be determined by tracing a sample ray through the element and using Snell's law at each interface.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Which of the following is a technetium star?
|type=&quot;[]&quot;}
- Alpha Camelopardalis
+ R Geminorum
- TT CVn
- S Camelopardalis
- HR 107
- HR 774

{True or False, The apex angle for a spectrograph is the angle the incoming ray makes with the first prism face.
|type=&quot;()&quot;}
- TRUE
+ FALSE

{Which of the following is not an astronomical trigonometric parallax or derived from it?
|type=&quot;()&quot;}
- ''Hipparcos'' mission (ESA 1997), π = 15.15 ± 3.24 mas
- independent observational constraint for DA white dwarfs
- parallax distance of 357 +43 or −35 pc
+ angular diameter comparison
- distance estimates
- the range of an artificial satellite

{Complete the text:
|type=&quot;{}&quot;}
Match up the item letter with each of the possibilities below:
E0 - A
E1 - B
E2 - C
E3 - D
E4 - E
E5 - F
E6 - G
E7 - H
[[Image:Maf1atlas.jpg|thumb|left|100px]] { D (i) }.
[[Image:M32 Lanoue.png|thumb|left|100px]] { C (i) }.
[[Image:Messier 105 2MASS.jpg|thumb|left|100px]] { H (i) }.
[[Image:Ngc185 rgb combined.jpg|thumb|left|100px]] { A (i) }.
[[Image:2MASS NGC 4125 JHK.jpg|thumb|left|100px]] { G (i) }.
[[Image:NGC 1427 Hubble WikiSky.jpg|thumb|left|100px]] { F (i) }.
[[Image:M105 (37482401952).jpg|thumb|left|100px]] { B (i) }.
[[Image:Coma Cluster of Galaxies (visible, wide field).jpg|thumb|left|100px|at left]] { E (i) }.
{{clear}}

{The cosmic infrared background (CIB) causes a significant attenuation for very high energy protons through inverse Compton scattering, photopion and electron-positron pair production.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Complete the text:
|type=&quot;{}&quot;}
Match up the item letter with each of the X-ray angular resolution possibilities below:
Rossi X-ray Timing Explorer - A
XMM-Newton - B
Chandra X-ray Observatory - C
Swift - D
Astro-rivelatore Gamma ad Imagini Leggero (AGILE) - E
Solar Heliospheric Observatory - F
Suzaku - G
Koronas-Foton - H
2&quot; { D (i) }
3&quot; { H (i) }.
~2' { G (i) }.
1&quot; { B|F (i) }.
5.9' { E (i) }.
7' { A (i) }.
1&quot; { B|F (i) }.
0.5&quot; { C (i) }.

{Which of the following is a prominent feature associated with solar clouds?
|type=&quot;[]&quot;}
+ coronal mass ejections
- rotation
+ magnetic clouds
+ coronal clouds 
+ plasma 
+ magnetic field lines

{Complete the text:
|type=&quot;{}&quot;}
Match up the type of source with each of the possibilities below:
a source - A
a source or apparent source detected or created at or near the time of the event or events - B
a source or apparent source that transforms or transduces anything originating from a primary source  - C
a source or apparent source that selects (such as through selective absorption), distills, scatters, or reflects anything from a primary or secondary source - D
the point of origin of a ray, beam, or stream of small cross section traveling in a line - E
a natural source in the sky especially at night - F
a tertiary source { D (i) }.
a primary source { B (i) }.
an astronomical source { F (i) }.
a secondary source { C (i) }.
a radiation source { E (i) }
an entity from which something comes or is acquired { A (i) }.

{Spiral galaxies have which of the following in common?
|type=&quot;[]&quot;}
+ spiral arms
- a spheroidal shape
- may appear lenticular
- is irregular
+ arms of younger stars
+ may contain star clusters
+ dust lanes

{Complete the text:
|type=&quot;{}&quot;}
Match up the celestial octant with the constellation:
NQ1 - A
NQ2 - B
NQ3  - C
NQ4 - D
SQ1 - E
SQ2 - F
SQ3 - G
SQ4 - H
Musca { G (i) }.
Sagitta { D (i) }.
Lynx { B (i) }.
Pyxis { F (i) }.
Piscis Austrinus { H (i) }.
Corona Borealis { C (i) }.
Pictor { E (i) }.
Taurus { A (i) }.

{Complete the text:
|type=&quot;{}&quot;}
Match up the coordinate system letter with each of the possibilities below:
triclinic coordinate system - A
monoclinic coordinate system - B
orthorhombic coordinate system - C
tetragonal coordinate system - D
rhombohedral coordinate system - E
hexagonal coordinate system  - F
[[Image:Reseaux 3D oP.png|thumb|left|100px|α = β = γ = 90° and a ≠ b ≠ c]] { C (i) }.
[[Image:Reseaux 3D hP.png|thumb|left|100px|a = b ≠ c and α = β = 90°, γ = 120°]] { F (i) }.
[[Image:Rhombohedral.svg|thumb|left|100px|a = b = c and α = β = γ &lt; 120°, ≠ 90°]] { E (i) }.
[[Image:Reseaux 3D tP-2011-03-12.png|thumb|left|100px|α = β = γ = 90° and a = b ≠ c]] { D (i) }.
[[Image:Reseaux 3D aP.png|thumb|left|100px|a ≠ b ≠ c and α ≠ β ≠ γ]] { A (i) }.
[[Image:Monoclinic.png|thumb|left|100px|a ≠ b ≠ c and for example α = β ≠ γ ≠ 90°]] { B (i) }.
{{clear}}

{Which of the following are radiation astronomy phenomena associated with the rocky-object Io?
|type=&quot;[]&quot;}
+ surface regions reflecting or emitting violet or purple
- an excess brightness at or near the edge
+ red regions that may be phosphorus
- neutron emission
- polar coronal holes
+ meteor emission
- rotation

{True or False, To date, all of the reported hypervelocity stars (HVSs), which are believed to be ejected from the Galactic center, are blue.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Complete the text:
|type=&quot;{}&quot;}
Match up the item letter with each of the possibilities below:
Moon - A
Eros - B
Io - C
Ganymede - D
Europa - E
Titan - F
X-ray producing electric arc, current spots { C (i) }
reflecting solar X-rays { A (i) }.
soft X-ray emission { C|E (i) }.
possible soft X-ray emission { D (i) }.
synchrotron X-ray diffraction of methane hydrate up to 10GPa { F (i) }.
ordinary chondrite composition  { B (i) }.

{Handling cosmic rays when using a submillimeter bolometer as a detector involve which of the following:
|type=&quot;[]&quot;}
+ a rapid rise in temperature
+ not practical to prevent cosmic-ray events
+ understanding their behavior
+ deglitching
+ operating in a relatively high cosmic-ray flux

{Which of the following are associated with the envelope of the polarization current density?
|type=&quot;[]&quot;}
+ emission of electromagnetic radiation from a superluminal charged particle
+ intensity of some components decays as the inverse of the distance from the source
+ non-spherically-decaying sources
+ emission contains very high frequencies not present in the synthesis of the source
+ non-spherically decaying components of the radiation do not violate energy conservation
+ strong electromagnetic fields are compensated by weak fields elsewhere

{Complete the text:
|type=&quot;{}&quot;}
Match up the distance-time phenomena with the image:
line of sight - A
an origin - B
a displacement - C
one billion light years - D
measuring - E
acceleration - F
[[Image:Superclusters atlasoftheuniverse.gif|thumb|left|100px|Celestial swiss cheese.]] { D (i) }.
[[Image:Sig07-009.jpg|thumb|left|100px|A beautiful galaxy.]] { A (i) }.
[[Image:Classical Kepler orbit e0.6.gif|thumb|left|100px|An elliptical orbit.]] { F (i) }.
[[Image:Distancedisplacement.svg|thumb|left|100px|Closer than a route.]] { C (i) }.
[[Image:Measuring Tape Inch+CM.jpg|thumb|left|100px|It's about the chains.]] { E (i) }
[[Image:Cartesian-coordinate-system-with-circle.svg|thumb|left|100px|Getting the numbers.]] { B (i) }.
{{clear}}

{Which of the following is not a spectral class F star?
|type=&quot;()&quot;}
- Polaris
- Alrakis
+ Bellatrix
- Procyon
- Canopus
- Wezen

{Complete the text:
|type=&quot;{}&quot;}
Match up the item letter with each of the cosmogonic possibilities below:
interior models of the giant planets - A
high interest for cosmogony, geophysics and nuclear physics - B
hierarchical accumulation - C
clouds and globular clusters - D
cosmic helium abundance - E
deuterium fusion - F
a large deficiency of light elements - G
after galactic sized systems had collapsed - H
the motions of hydrogen { D (i) }
fornation of luminous quasars { H (i) }.
stars with an initial mass less than the solar mass { G (i) }.
rotating liquid drops { B|F (i) }.
primordial is less than 26 per cent { E (i) }.
a solar mixture of elements dominated by hydrogen and helium gas { A (i) }.
around 13 Jupiter masses { F (i) }.
smaller rocky objects { C (i) }.

{Nuclear fission and nuclear fusion may be connected by which of the following?
|type=&quot;[]&quot;}
+ means for concentrating actinide elements and for separating actinide elements from reactor poisons exist
+ thermonuclear fusion reactions in stars are ignited by nuclear fission energy
- dark matter
+ the feasibility of thermal neutron fission and fast neutron fission in planetary and protostellar matter may be calculated from nuclear reactor theory
- brown dwarfs

{Which of the following are radiation astronomy phenomena associated with the apparent liquid-object Earth?
|type=&quot;[]&quot;}
+ rain
+ snow
+ hail
+ neutron emission
- polar coronal holes
+ meteor emission
- rotation

{Complete the text:
|type=&quot;{}&quot;}
Match up the characteristics with the type of dynamo:
disc dynamo - A
geodynamo - B
radiative dynamo - C
α dynamo - D
Ω dynamo - E
radiative α-Ω dynamo - F
Taylor-Spruit dynamo - G
convection { D (i) }.
pinch-type instabilites { G (i) }.
molten outer core { B (i) }.
turbulence, a radiative layer, and differential rotation { F (i) }.
radiative layers { C (i) }.
differential rotation { E (i) }.
a rotating cylinder { A (i) }.

{High-energy particle acceleration during an energetic solar flare may involve which of the following at submillimeter wavelengths:
|type=&quot;[]&quot;}
- a rapid rise in temperature
+ a gradual, long-lasting component
+ large apparent source sizes
+ synchrotron emission
+ a magnetic field strength of ≥ 200 Gauss
+ a close correlation in time and space of radio emission with pion production

{Complete the text:
|type=&quot;{}&quot;}
Match up the item letter with each of the possibilities below:
Skylark - A
V-2 - B
Nike-Asp - C
Aerobee 150 - D
Black Brant XII - E
Vertikal - F
Terrier Sandhawk - G
Wallops Flight Facility { E (i) }
Woomera, Australia { A (i) }.
Natal, Brazil { D (i) }.
Kapustin Yar { F (i) }.
White Sands Missile Range { B|D (i) }.
Point Defiance { C (i) }.
Barking Sands { G (i) }.
White Sands Proving Grounds { B (i) }.

{What are the requirements for a dynamo to occur and subsequently operate?
|type=&quot;[]&quot;}
- plate tectonics in its past
+ an electrically conductive fluid medium
- a spheroidal object
- stripes of crustal magnetism
+ local magnetohydrodynamic instabilities
- transform faults
+ shear between different parts
- two natural satelites
+ an energy source

{Complete the text:
|type=&quot;{}&quot;}
Match up the type of radiation with each of the star-forming possibilities below:
Spitzer infrared - A
VISTA infrared - B
visual - C
XMM-Newton X-rays - D
ultraviolet - E
ESO visual - F
NGC 346 { D (i) }.
NGC 2024 { B (i) }.
HH 46/47 { F (i) }.
NGC 2264 { C (i) }.
R136 { E (i) }
RCW 79 { A (i) }.

{Which of the following is a mercury-manganese star?
|type=&quot;[]&quot;}
+ Alpheratz
- Alrakis
+ 20 Tauri
- Procyon
- Canopus
+ γ Canis Majoris

{Which of the following is associated the Earth's geodynamo?
|type=&quot;[]&quot;}
- the Sun and the Moon
+ the Earth's magnetic field
+ convection currents
+ heat flow from the inner core 
- ice ages 
+ plate tectonics
+ the Coriolis force

{Complete the text:
|type=&quot;{}&quot;}
Match up the observatory facility with the observatory:
Ondrejov Observatory - A
Okayama Astrophysical Observatory - B
Orbiting Astronomical Observatory - C
Metsähovi Radio Observatory - D
Tortugas Mountain Planetary Observatory - E
Pierre Auger Observatory - F
[[Image:MetsahoviRadioObservatory 2009 12.jpg|thumb|left|100px|Observed quasar 3C 454.3 in the spring of 2005.]] { D (i) }.
[[Image:Solar Telescope3, Ondřejov Astronomical.jpg|thumb|left|100px|A solar telescope.]] { A (i) }.
[[Image:PierreAugerObservatory DetectorComponents.jpg|thumb|left|100px|Detector components.]] { F (i) }.
[[Image:OAO.jpg|thumb|left|100px|Data on AG Peg were obtained with the ultraviolet broad-band photometers on the second one.]] { C (i) }.
[[Image:Tortugas Planetary Observatory.jpg|thumb|left|100px|The 0.6 m monitors cloud decks and equatorial activity.]] { E (i) }
[[Image:NOAO 188cm telescope.jpg|thumb|left|100px|A 188 cm telescope.]] { B (i) }.
{{clear}}

{True or False, With respect to the core of the Sun, the high-hydrogen, low-iron model was suddenly adopted without opposition.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Which of the following are phenomena associated with strong forces in the IGM?
|type=&quot;[]&quot;}
+ stochastic acceleration
+ hottest clusters
+ scaling of the acceleration efficiency with IGM temperature
- collisionless IGM
- placid magnetic compressions
+ the smaller the mean free path 
- cold regions
- least effective for inducing the instability

{Complete the text:
|type=&quot;{}&quot;}
Match up the item letter with each of the possibilities below:
X-ray burster - A
gamma-ray burster - B
X-ray pulsar - C
SFXT - D
soft X-ray transient - E
diffuse X-ray background - F
power law afterglow { B (i) }
magnetized neutron star { C (i) }.
absorbed by neutral hydrogen { F (i) }.
Aquila X-1 { E (i) }.
Factor of 10 or greater luminosity increase { A (i) }.
thermal bremsstrahlung { D (i) }.

{True or False, Violet astronomy is the radiation astronomy over the wavelength band 380-450 nm.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Complete the text:
|type=&quot;{}&quot;}
Match up the white dwarf classification with its distinctive characteristic:
DA - A
DB - B
DC - C
DO - D
DQ - E
DX - F
DZ - G
a helium-rich atmosphere, indicated He II spectral lines { D (i) }.
a helium-rich atmosphere, indicated He I spectral lines { B (i) }.
spectral lines are insufficiently clear to classify { F (i) }.
no strong spectral lines { C (i) }.
a metal-rich atmosphere { G (i) }.
a carbon-rich atmosphere { E (i) }
a hydrogen-rich atmosphere { A (i) }.

{Chemistry phenomena associated with star-forming regions are
|type=&quot;[]&quot;}
+ silicate dust
- pressure
+ hydrogen molecules
+ polycyclic aromatic hydrocarbons (PAHs)
+ oxygen
+ sulfur

{Which of the following are associated with the Earth's radius?
|type=&quot;[]&quot;}
+ the delta of the Mississippi river is higher than its source
+ a unit of distance in astronomy and geology
+ falls between the equatorial maximum and the polar minimum
- the geoid length
- a balloon
- McMurdo Station
- Greenland

{True or False, In the evolution of elements much more material has gone into the even-numbered elements than into those which are odd.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Pick the characteristics of a gamma-ray burst.
|type=&quot;[]&quot;}
- a strong 2.223 MeV emission line
+ flashes of gamma rays
+ associated with extremely energetic explosions
+ most luminous events known
+ can last from ten milliseconds to several minutes
+ followed by a longer-lived &quot;afterglow&quot;

{Complete the text:
|type=&quot;{}&quot;}
Match up the radiation letter with each of the detector possibilities below:
Optical rays - L
Visual rays - M
Violet rays - N
Blue rays - O
Cyan rays - P
Green rays - Q
Yellow rays - R
Orange rays - S
Red rays - T
multialkali (Na-K-Sb-Cs) photocathode materials { L (i) }.
F547M { Q (i) }.
F675W { T (i) }.
broad-band filter centered at 404 nm { N (i) }.
F588N { R (i) }.
thallium bromide (TlBr) crystals { O (i) }.
F606W { S (i) }.
18 micrometers FWHM at 490 nm { P (i) }.
wide-gap II-VI semiconductor ZnO doped with Co&lt;sup&gt;2+&lt;/sup&gt; (Zn&lt;sub&gt;1-x&lt;/sub&gt;Co&lt;sub&gt;x&lt;/sub&gt;O) { M (i) }.

{True or False, While fusion may be the primary mechanism by which first generation stars produce energy, repulsion between like nucleons may cause neutron emission from a collapsed core.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Which geographical phenomena are associated with stellar active regions?
|type=&quot;[]&quot;}
+ moving across the surface of the Sun or star
- manifesting intense magnetic fields
- a north geographic and magnetic pole
+ rotation
+ a prime meridian
+ average starspot latitudes
+ the solar or stellar equator

{Hydrogen has emission lines in which of the following colors?
|type=&quot;[]&quot;}
+ violet
- blue
+ cyan
- green
- yellow
- orange
+ red

{Complete the text:
|type=&quot;{}&quot;}
Match up the radiation mathematics symbol with the radiation phenomena:
thermal neutron capture rate - A
change in particle diameter - B
power law - C
Planck constant - D
Boltzmann constant - E
electrostatic force - F
Jeans length - G
&lt;math&gt;h&lt;/math&gt; { D (i) }.
&lt;math&gt;\lambda_J&lt;/math&gt; { G (i) }.
&lt;math&gt;\varphi_n&lt;/math&gt; { A (i) }.
&lt;math&gt;F_q&lt;/math&gt; { F (i) }.
&lt;math&gt;ax^k&lt;/math&gt; { C (i) }.
&lt;math&gt;k_B&lt;/math&gt; { E (i) }
&lt;math&gt;C_D&lt;/math&gt; { B (i) }.
{{clear}}

{Chemical and physical phenomena that may be associated with core formation are
|type=&quot;[]&quot;}
+ a deficiency of some noble metals in the crust of the Earth
+ leaching by metallic iron
+ a liquid Earth
+ a loss of mechnical energy by conversion to heat
+ low viscosity
- elasticity

{Pick the following sources that are or are likely to contain a coronal cloud?
|type=&quot;[]&quot;}
+ AGNs
+ gamma-ray source
- dark nebula
+ lightning
+ X-ray source
- molecular cloud
+ soft X-ray emission source
+ hard X-ray emission

{Imaging brown dwarfs involve which of the following:
|type=&quot;[]&quot;}
+ far-infrared (submillimeter) observations at 350 microns
- neutrino detection
+ heating of the nearby gas and dust
+ near-infrared covering 1.3 and 2.2 microns
+ infrared covering 4.5 and 8.0 microns

{Complete the text:
|type=&quot;{}&quot;}
Match up the type of radiation with each of the superluminal possibilities below:
meteors - A
electrons - B
neutrinos - C
gamma rays - D
X-rays - E
opticals - F
superluminal signal transfer { D (i) }.
sychrotron emission through the optical into the X-ray regime { B (i) }.
conelike illumination pattern { F (i) }.
electroweak Cherenkov radiation { C (i) }.
index of refraction is often greater than 1 { E (i) }
knots { A (i) }.

{Complete the text:
|type=&quot;{}&quot;}
Yarkovsky–O'Keefe–Radzievskii–Paddack (YORP) { torques|torque (i) } lead many objects to { fission (i) } and then reaccrete.

{True or False, The Sun may be a first radio source in the constellation Pisces.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Complete the text:
|type=&quot;{}&quot;}
Match up the item letter with each of the possibilities below:
superluminals - A
radios - B
radars - C
microwaves - D
submillimeters - E
infrareds - F
reds - G
oranges - H
deuterium enrichment of cometary water { F (i) }
interstellar-comet connection { B (i) }.
a macroscopic superstring { A (i) }.
force of life { H (i) }.
rings of Saturn { C (i) }.
volcanic activity throughout Vesta { G (i) }.
a silicon composite bolometer fed by a Winston cone { E (i) }.
present-day fluctuations an order of magnitude larger { D (i) }.

{True or False, The angular velocity of the Sun is almost zero.
|type=&quot;()&quot;}
- TRUE
+ FALSE

{The star-forming phenomena related to RCW 79 are which of the following?
|type=&quot;[]&quot;}
+ a bubble is 70-light years in diameter
- the southern Milky Way
+ the radiation and winds of hot young stars
+ the hot bubble expands into the interstellar gas and dust around it
+ new stars along the edge of the large bubble

{Complete the text:
|type=&quot;{}&quot;}
While exceptions may occur, match up the star class letter with each of the X-ray possibilities below:
star class - O
star class - B
star class - A
star class - F
star class - G
star class - K
star class - M
''L''&lt;sub&gt;X&lt;/sub&gt; &gt;&gt; ''L''&lt;sub&gt;v&lt;/sub&gt; { M (i) }.
constant X-ray luminosity across the class { B (i) }
independent of visual luminosity { F (i) }.
''L''&lt;sub&gt;X&lt;/sub&gt; ~ 10&lt;sup&gt;-3&lt;/sup&gt;''L''&lt;sub&gt;bol&lt;/sub&gt; { G (i) }.
abrupt onset of X-ray emission across the class { A (i) }.
''L''&lt;sub&gt;X&lt;/sub&gt; ~ 10&lt;sup&gt;-7&lt;/sup&gt;''L''&lt;sub&gt;bol&lt;/sub&gt; { O (i) }.
''L''&lt;sub&gt;X&lt;/sub&gt; &lt;&lt; 10&lt;sup&gt;-3&lt;/sup&gt;''L''&lt;sub&gt;bol&lt;/sub&gt; { K (i) }.

{Piezonuclear reactions associated with fission may include
|type=&quot;[]&quot;}
+ occurring in inert and non-radioactive elements
+ high pressure
+ brittle fracture
+ solids under compression
+ low-energy reactions
+ take place in nuclei with an atomic weight ≤ iron

{Complete the text:
|type=&quot;{}&quot;}
Match up the star with the constellation:
Capella - A
Sirius - B
Deneb  - C
Anser - D
Altair - E
Vega - F
Vulpecula { D (i) }.
Canis Major { B (i) }.
Lyra { F (i) }.
Cygnus { C (i) }.
Aquila { E (i) }
Auriga { A (i) }.

{A NASA Hubble image of the Ring Nebula contains which of the following?
|type=&quot;[]&quot;}
+ very hot helium blue
+ ionized oxygen emitting green
+ red light from ionized nitrogen
+ oxygen forbidden line emission
+ Hα
+ a forbidden line of sulfur

{Complete the text:
|type=&quot;{}&quot;}
Match up the radiation object with the likely source:
[[Image:Crmo volcanic bomb 20070516123632.jpg|thumb|left|100px]] - L
[[Image:Circinus X-1.jpg|thumb|left|100px]] - M
[[Image:Moon egret.jpg|thumb|left|100px]] - N
[[Image:Neusun1 superk1.jpg|thumb|left|100px]] - O
[[Image:Earth in ultraviolet from the Moon (S72-40821).jpg|thumb|left|100px]] - P
[[Image:PIA00072.jpg|thumb|left|100px]] - Q
[[Image:Io Color Eclipse Movie - PIA03450.gif|thumb|left|100px]] - R
[[Image:NGC 7048.jpg|thumb|left|100px]] - S
[[Image:HST NGC 5728 -O III- emission-line image.jpg|thumb|left|100px]] - T
a Craters of the Moon volcano { L (i) }.
violet image of Venus { Q (i) }.
active galactic nuclear region of NGC 5728 { T (i) }.
cosmic-ray bombardment of the Moon's surface { N (i) }.
blue lights from Io { R (i) }.
neutrino profile of the solar octant { O (i) }.
planetary nebula NGC 7048 { S (i) }.
ultraviolet image of the Earth { P (i) }.
a neutron star in a binary system { M (i) }.
{{clear}}

{Complete the text:
|type=&quot;{}&quot;}
Magnetic fields can be created in { stably (i) } stratified (non-convective) layers in a { differentially (i) } rotating star.

{Which of the following is not a spectral class M star?
|type=&quot;()&quot;}
- Betelgeuse
- Antares
- Proxima Centauri
- Barnard's star
- VY Canis Majoris
+ Algol B

{True or False, Black patches of space in certain areas encompassing a star formation are not dark nebulae but actually vast holes of empty space.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Supernovae of Type Ia lack hydrogen lines and helium lines in their optical spectra; during the first month after maximum light they do have a strong absorption feature produced by the red doublet (λ6347, λ6371 Å) of singly ionized?
|type=&quot;{}&quot;}
{ silicon (i) }.

{True or False, Special relativity well describes the vertical precession of Mercury's orbit around the Sun.
|type=&quot;()&quot;}
- TRUE
+ FALSE

{Complete the text:
|type=&quot;{}&quot;}
Match up a likely locational notation with each of the possibilities below:
atomic number - A
atomic weight - B
average hat - C
exponent - D
index - E
pre-coefficient - F
operation - G
range - H
variable - I
{ B (i) }{ C (i) }{ D (i) }
{ F (i) }{ I (i) }{ G (i) }
{ A (i) }{ H (i) }{ E (i) }

{The first astronomical superluminal source in the constellation Indus is likely to be which of the following?
|type=&quot;()&quot;}
- the [[Sun (star)|Sun]]
- the Small Magellanic Cloud
- Scorpius X-1
- the Large Magellanic Cloud
+ a Seyfert 1 galaxy

{True or False, e&lt;sup&gt;5&lt;/sup&gt; x e&lt;sup&gt;3&lt;/sup&gt; = e&lt;sup&gt;8&lt;/sup&gt;.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Complete the text:
|type=&quot;{}&quot;}
Match up the item letter with each of the possibilities below:
Balloons - A
Sounding rockets - B
Aircraft assisted launches - C
Orbital rocketry - D
Shuttle payload - E
Heliocentric rocketry - F
Exploratory rocketry - G
Lunar rover - H
Ranger 5 { F (i) }
microcalorimeter arrays { B (i) }.
MeV Auroral X-ray Imaging and Spectroscopy { A (i) }.
Lunokhod 2 { H (i) }.
ALEXIS { C (i) }.
Ulysses { G (i) }.
Broad Band X-Ray Telescope { E (i) }.
Solar Heliospheric Observatory { D (i) }.

{Which of the following are associated with a horizontal coordinate system?
|type=&quot;[]&quot;}
+ altitude
+ local horizon
+ sky
+ lower hemisphere
+ a great circle
+ zenith
+ nadir

{Complete the text:
|type=&quot;{}&quot;}
Methane possesses prominant { absorption bands|absorption (i) } in the visible and near-infrared (IR) making { Uranus (i) } aquamarine or { cyan (i) } in color.

{True or False, The orange color of the Namib Desert develops over time as iron in the sand is oxidized.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Complete the text:
|type=&quot;{}&quot;}
Match up the effective temperature with its spectral class:
O - A
B - B
A - C
F - D
G - E
K - F
M - G
L - H
T - I
Y - J
7,000 K { D (i) }.
2,000 K { H (i) }
15,000 K { B (i) }.
4,000 K { F (i) }.
400 K { J (i) }
9,000 K { C (i) }.
3,000 K { G (i) }.
5,500 K { E (i) }
45,000 K { A (i) }.
1,000 K { I (i) }

{Which of the following are associated with planetary nebula as a standard candle?
|type=&quot;[]&quot;}
+ observations made through a narrow band 5007 filter
- internal extinction
- star forming regions
+ relatively dust-free environments 
+ found in galaxies of all Hubble types
+ almost as luminous as the brightest red supergiants

{Complete the text:
|type=&quot;{}&quot;}
Match up the item letter with each of the possibilities below:
Sa - A
Sb - B
Sc - C
SBa - D
SBb - E
SBc - F
Irr - G
S0 - H
[[Image:M101 hires STScI-PRC2006-10a.jpg|thumb|left|100px]] { C (i) }.
[[Image:File-Ngc5866 hst big.png|thumb|left|100px]] { H (i) }.
[[Image:M104 - Sombrero.jpg|thumb|left|100px]] { A (i) }.
[[Image:Starburst in NGC 4449 (captured by the Hubble Space Telescope).jpg|thumb|left|100px]] { G (i) }.
[[Image:NGC 7479 HST.jpg|thumb|left|100px]] { F (i) }.
[[Image:NGC2841.jpg|thumb|left|100px]] { B (i) }.
[[Image:The VLT goes lion hunting.jpg|thumb|left|100px]] { E (i) }.
[[Image:NGC 2859.jpg|thumb|left|100px]] { D (i) }.
{{clear}}

{Which of the following active region phenomena have been observed on Proxima Centauri?
|type=&quot;[]&quot;}
+ flares
+ temperatures as high as 27 MK
+ quiescent X-ray luminosity comparable to the Sun
+ a surface coverage of about 88%
- spicules
+ likely prominence

{Using the equation &lt;math&gt;\frac{c2}{\lambda T}\frac{1}{ e^{\frac{c2}{\lambda T}} - 1}e^{\frac{c2}{\lambda T}} - 5 = 0&lt;/math&gt; what temperature corresponds approximately to a Planckian peak wavelength of 476 nm (Use c2 = 1.438833 cm K.)?
|type=&quot;()&quot;}
- 6440 K
+ 6300 K
- 5170 K
- 6100 K
- 5870 K
- 6250 K

{Complete the text:
|type=&quot;{}&quot;}
Match up the star pattern with the likely constellation:
[[Image:Vol.png|thumb|left|100px]] - L
[[Image:Eri.png|thumb|left|100px]] - M
[[Image:Betelgeuse position in Orion.png|thumb|left|100px]] - N
[[Image:UMa.jpg|thumb|left|100px]] - O
[[Image:Dra.png|thumb|left|100px]] - P
[[Image:Cas.png|thumb|left|100px]] - Q
[[Image:Cru.png|thumb|left|100px]] - R
[[Image:Phe.png|thumb|left|100px]] - S
[[Image:Peg.png|thumb|left|100px]] - T
Volans { L (i) }.
Cassiopeia { Q (i) }.
Pegasus { T (i) }.
Orion { N (i) }.
Crux { R (i) }.
Ursa Major { O (i) }.
Phoenix { S (i) }.
Draco { P (i) }.
Eridanus { M (i) }.
{{clear}}

{Which of the following may not be able to slow down an object entering the heliosphere at 20 km/s?
|type=&quot;()&quot;}
+ gravity
- electrostatic repulsion
- the charge on the surface of the Sun
- a comparable charge on the incoming object
- electromagnetics
- strong forces

{Complete the text:
|type=&quot;{}&quot;}
Match up the form or type of quartz with the effect:
alpha quartz - A
coesite - B
cristobalite  - C
stishovite - D
seifertite - E
tridymite - F
10 GPa and above 1200°C { D (i) }.
2-3 gigapascals and 700°C { B (i) }.
22-460°C tabular crystals { F (i) }.
trigonal tectosilicate { A (i) }.
35 GPa to 40 GPa orthorhombic { E (i) }
1470°C cubic or tetragonal form { C (i) }.

{Which of the following is likely to apply to a solar binary?
|type=&quot;()&quot;}
- a high relative velocity between the solar system and the cometary medium of a passage through a molecular cloud
- none of the captured bodies may localize in the Oort cloud
- none of the captured bodies localize near the Sun
+ some captured bodies may localize near Jupiter
- the Jupiter system may be a control group

{True or False, Hydrogen has an emission line in the cyan.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Complete the text:
|type=&quot;{}&quot;}
Match up the type of cosmic-ray detector with each of the possibilities below:
visible tracks - A
diffusion cloud chamber - B
bubbles - C
a grid of uninsulated electric wires - D
similar to the Haverah Park experiment - E
fluorescence detectors - F
spark chamber { D (i) }.
continuously sensitized to radiation { B (i) }.
Pierre Auger Observatory { F (i) }.
bubble chamber { C (i) }.
Cherenkov detector { E (i) }
expansion cloud chamber { A (i) }.

{Phenomena associated with a solar analog star are
|type=&quot;[]&quot;}
- no stellar companion
+ temperature within 500 K solar
+ metallicity of 50-200% solar
- orbital period of greater than 11 d
+ K0V permitted
+ K1V permitted

{Which of the following are theoretical radiation astronomy phenomena associated with a star?
|type=&quot;[]&quot;}
+ possible orbits
+ a hyperbolic orbit
+ nuclear fusion at its core
+ nuclear fusion in its chromosphere
+ near the barycenter of its planetary system
+ accretion
+ electric arcs
- impact craters
- radar signature

{True or False, Boron has an emission line in the cyan.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Complete the text:
|type=&quot;{}&quot;}
Match up the item letter with each of the possibilities below:
Meteors - A
Cosmic rays - B
Neutrons - C
Protons - D
Electrons - E
Positrons - F
Gamma rays - G
Superluminals - H
X-ray jets { C (i) }
the index of refraction is often greater than 1 just below a resonance frequency { H (i) }.
iron, nickel, cobalt, and traces of iridium { A (i) }.
Sagittarius X-1 { G (i) }.
escape from a typical hard low-mass X-ray binary { F (i) }.
collisions with argon atoms { B (i) }.
X-rays are emitted as they slow down { E (i) }.
Henry Moseley using X-ray spectra { D (i) }.

{Which of the following are minerals that can readily or often occur orange, or yellow-orange in color?
|type=&quot;[]&quot;}
+ orpiment
+ crocoite
- malachite
+ realgar
- magnetite
+ calcite

{Complete the text:
|type=&quot;{}&quot;}
The interstellar medium is the gas and { cosmic (i) } dust that pervade { interstellar (i) } space and is the matter that exists between the { stars|star systems (i) } within a { galaxy (i) }. It blends smoothly into the surrounding { intergalactic (i) } medium.

{Which of the following are characteristic of a binary formed via gravitational fragmentation?
|type=&quot;[]&quot;}
+ the local Jeans length
+ the local speed of sound
+ the mean molecular weight
- the electron neutrino
+ the mean particle density
- neutrons

{Statistical phenomena associated with the Gaussian function are
|type=&quot;[]&quot;}
- √
- π
- x ε ''R''
+ the mean
- ()&lt;sup&gt;2&lt;/sup&gt;
+ standard deviation

{True or False, A spicule is a dynamic jet of about 500 km diameter in the chromosphere of a star.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Historically, orange astronomy is not known for which of the following?
|type=&quot;()&quot;}
- Alpha Centauri B
- Epsilon Eridani
+ Saturn
- K spectral type stars
- the Bayer designation for a star
- the Indian city of Pondicherry in December 1689

{Complete the text:
|type=&quot;{}&quot;}
Match up the item letter with each of the possibilities below:
Interstellar comet - A
Neutrals - B
Geminga - C
star formation region - D
Local Hot Bubble - E
H II regions  - F
Ring Nebula - G
molecular cloud - H
supernova remnant - I
Messier 17 - J
empty space - K
[[Image:M57 The Ring Nebula.JPG|thumb|left|100px]] { G (i) }.
[[Image:Ngc1999.jpg|thumb|left|100px]] { K (i) }.
[[Image:Geminga-1.jpg|thumb|left|100px]] { C (i) }.
[[Image:Star-forming region.jpg|thumb|left|100px]] { F (i) }.
[[Image:Local_bubble.jpg|thumb|left|100px]] { E (i) }.
[[Image:NGC2080.jpg|thumb|left|100px]] { I (i) }.
[[Image:The star formation region NGC 6559.jpg|thumb|left|100px]] { D (i) }.
[[Image:Mira the star-by Nasa alt crop.jpg|thumb|left|100px]] { A (i) }.
[[Image:ESO- Stellar Nursery-M 17-Phot-24a-00-normal.jpg|thumb|left|100px]] { J (i) }.
[[Image:Molecular.cloud.arp.750pix.jpg|thumb|left|100px]] { H (i) }.
[[Image:484684main 1 AP IBEX combined 1.74.jpg|thumb|left|100px]] { B (i) }.
{{clear}}

{True or False, The Norikura Solar Observatory uses its own designations for solar active regions rather than those of other observatories or NOAA.
|type=&quot;()&quot;}
- TRUE
+ FALSE

{Radiation phenomena associated with trigonometric parallax are
|type=&quot;[]&quot;}
- gamma-ray trigonometric parallax distances &lt; 0.4 kpc
- X-ray trigonometric parallax distances good to 2 pc
- ultraviolet trigonometric parallax is good to ± 7 pc
+ visual trigonometric parallax distances good to about 3 kpc
+ infrared trigonometric parallax with an accuracy of 120 µas
+ radio trigonometric parallax distances good at least to 1.86 kpc

{True or False, Oxygen emissions can be green or brownish-red depending on the amount of energy absorbed.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{What term was first used with reference to the transfer of momentum from the Sun to the planets in 1942
|type=&quot;{}&quot;}
{ magnetohydrodynamics (i) }

{Which of the following is or may be an original binary companion to the Sun?
|type=&quot;()&quot;}
- the planet Mercury
+ Ouranus
- Saturn
- Jupiter
- Earth
- Nemesis

{Complete the text:
|type=&quot;{}&quot;}
The { Lyman (i) } series is the series of transitions and resulting ultraviolet emission lines of the { hydrogen (i) } atoms as an electron goes from a high-energy level to an n = { one|1 (i) } level.

{True or False, An X-ray trigonometric parallax of Proxima Centauri has demonstrated that the likely origin of X-rays from this star are closer to Earth than the visual parallax indicates the star is.
|type=&quot;()&quot;}
- TRUE
+ FALSE

{Phenomena associated with some brown dwarfs are which of the following?
|type=&quot;[]&quot;}
+ lithium
+ a temperature well below the stellar range
+ methane absorption
+ the lithium test
+ X-rays
+ T dwarfs

{True or False, Star clusters have been discovered to occur outside a galaxy.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Complete the text:
|type=&quot;{}&quot;}
Ordinary glass is partially { transparent (i) } to UVA but is { opaque (i) } to shorter wavelengths, whereas silica or { quartz (i) } glass, depending on quality, can be { transparent (i) } even to vacuum UV wavelengths.

{True or False, Faster-than-light (superluminal or FTL) communications and travel refer to the propagation of information or matter faster than the speed of light.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{A collection of architectural astronomical instruments, built by Maharaja Jai Singh II at his then new capital of Jaipur between 1727 and 1733 is known as the
|type=&quot;{}&quot;}
{ Jantar Mantar (i) }

{Phenomena associated with nanoflares?
|type=&quot;[]&quot;}
+ 10&lt;sup&gt;17&lt;/sup&gt; Joules
+ very high X-ray emission from happening every 20 s
- flickerings
- brightenings
- mass eruptions
+ active regions

{True or False, The principal difference between ancient astronomical history and archeoastronomy is &quot;cultural interpretations of phenomena in the sky.&quot;
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Complete the text:
|type=&quot;{}&quot;}
Match up the muonic device with its image below:
muon telescope - A
proton accelerator - B
neutron telescope - C
Baikal Neutrino Telescope NT200 - D
muon spectrometer - E
IceCube - F
MAGIC - G
Veritas - H
HEGRA - I
HESS - J
compact solenoid - K
[[Image:Solar neutron detector.jpg|thumb|left|100px]] { C (i) }
[[Image:VERITAS array.jpg|thumb|left|100px]] { H (i) }.
[[Image:Issue27muons2.jpg|thumb|left|100px]] { A (i) }.
[[Image:CMScollaborationPoster1.gif|thumb|left|100px]] { K (i) }
[[Image:Magicmirror.jpg|thumb|left|100px]] { G (i) }.
[[Image:Icecube-architecture-diagram2009.PNG|thumb|left|100px]] { F (i) }.
[[Image:HESS-dark-full.jpg|thumb|left|100px]] { J (i) }
[[Image:Scherrer Insitute proton accelerator.jpg|thumb|left|100px]] { B (i) }.
[[Image:HiFi muon spectrometer.jpg|thumb|left|100px]] { E (i) }.
[[Image:Hegra and not bob tubbs 2001.jpg|thumb|left|100px]] { I (i) }
[[Image:figs_nt200+goldplated.png|thumb|left|100px]] { D (i) }.
{{clear}}

{A thin-section of a meteorite that may be analyzed has which of the following?
|type=&quot;[]&quot;}
+ a great many light gray and dark gray chondrules present
+ large grain cross sections making sizing easy
+ an available sizing or magnification marker
+ independent verification as a meteorite
+ correctable diameters and relative abundances
+ optical conditions

{True or False, BH Centauri is an overcontact system.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Considering that many rock types bear a striking resemblance to meteorites which are the one or few ways to differentiate a meteorite from a terrestrial rock?
|type=&quot;[]&quot;}
+ chondrules
- the Ca/Si ratio
- the Al/Si ratio
- enstatite rather than diopside
+ oxygen isotope ratios
+ observed orbit and fall with verified recovery

{Which of the following is not a phenomenon associated with the history of optical astronomy?
|type=&quot;()&quot;}
- actuators may be a part of active optics
+ the Vela satellites were the first devices in space ever to detect optical bursts
- Galileo made a telescope with about 3x magnification
- Galileo sold his telescopes to merchants
- ''Sidereus Nuncius''
- a terrestrial telescope or a spyglass could also be used to observe the sky

&lt;/quiz&gt;

==Hypotheses==
{{main|Hypotheses}}
# Use of repetitive quizzing helps to re-enforce student memories.
# Providing [[Radiation astronomy/Courses|radiation astronomy courses]] allows students to create their own learning pathway.

==See also==
{{div col|colwidth=12em}}
* [[Green astronomy/Quiz|Green astronomy quiz]]
* [[Principles of radiation astronomy/Hourly 1|Principles of radiation astronomy hourly 1]]
* [[Principles of radiation astronomy/Hourly 2|Principles of radiation astronomy hourly 2]]
* [[Principles of radiation astronomy/Hourly 3|Principles of radiation astronomy hourly 3]]
* [[Radiation chemistry/Quiz|Radiation astrochemistry quiz]]
* [[Radiation geography/Quiz|Radiation astrogeography quiz]]
* [[Radiation history/Quiz|Radiation astrohistory quiz]]
* [[Radiation astronomy/Quiz|Radiation astronomy quiz]]
* [[Theoretical radiation astronomy/Quiz|Theoretical radiation astronomy quiz]]
{{Div col end}}

==External links==
* [http://www.iau.org/ International Astronomical Union]
* [http://nedwww.ipac.caltech.edu/ NASA/IPAC Extragalactic Database - NED]
* [http://nssdc.gsfc.nasa.gov/ NASA's National Space Science Data Center]
* [http://www.adsabs.harvard.edu/ The SAO/NASA Astrophysics Data System]
* [http://cas.sdss.org/astrodr6/en/tools/quicklook/quickobj.asp SDSS Quick Look tool: SkyServer]
* [http://simbad.u-strasbg.fr/simbad/ SIMBAD Astronomical Database]
* [http://simbad.harvard.edu/simbad/ SIMBAD Web interface, Harvard alternate]
* [http://nssdc.gsfc.nasa.gov/nmc/SpacecraftQuery.jsp Spacecraft Query at NASA]
* [http://heasarc.gsfc.nasa.gov/cgi-bin/Tools/convcoord/convcoord.pl Universal coordinate converter]

&lt;!-- footer templates --&gt;
{{Principles of radiation astronomy}}{{Sisterlinks|Radiation astronomy}}

&lt;!-- categories --&gt;
[[Category:Astrophysics quizzes]]
‍[[Category:Radiation astronomy quizzes]]
[[Category:Radiation quizzes]]</text>
      <sha1>e81g6ppksc43k8054ust1wemfj2ua1f</sha1>
    </revision>
  </page>
  <page>
    <title>User:Dorion.mitchell/enes-100/project 1</title>
    <ns>2</ns>
    <id>165296</id>
    <revision>
      <id>2408447</id>
      <parentid>1535232</parentid>
      <timestamp>2022-07-21T19:50:33Z</timestamp>
      <contributor>
        <username>Nihonjoe</username>
        <id>11530</id>
      </contributor>
      <minor />
      <comment>([[c:GR|GR]]) [[c:COM:FR|File renamed]]: [[File:Sketch123.jpg]] → [[File:Engineering project sketch to mount TV to wall.jpg]] 2</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="3758" xml:space="preserve">[[User:1sfoerster|My Instructor's]] user page which points to this.
==Week 1 Narrative==
&lt;gallery&gt;
File:Openscad.jpg|'''Learning openSCAD'''
&lt;/gallery&gt;
-My task for the weekend was to learn how to make gears in openSCAD and to learn overall how this 3D design tool operates
{{collapse top|Basics of openSCAD}}
&lt;gallery&gt;
File:OpenSCAD.png|How to edit dimensions of a basic object like a sphere...[https://www.youtube.com/watch?v=XNghpq9sKRc]
&lt;gallery&gt;
File:OpenSCAD Wikibooks.png| learned more about how to make basic shaped using this link on &quot;wikibooks.&quot;[https://en.wikibooks.org/wiki/OpenSCAD_User_Manual]
&lt;gallery&gt;
File:Cube openSCAD.png|Here is a cube that i made using openSCAD. This particular cube is 5x5x5. (Length x Width x Height)
&lt;/gallery&gt;
{{collapse bottom}}

{{collapse top|Learining how to make 3D gears}}
&lt;gallery&gt;
File:Gear openSCAD.png|Here is a little gear jig for SCAD... We would be able to type in however many gear teeth, diameter, etc.[https://github.com/Obijuan/tutorial-openscad/blob/master/temporada-2/T16-estudiando-codigo-de-otros/01-MCAD/gears.scad]
&lt;/gallery&gt;

{{collapse bottom}}

'''Next Steps''' The nest steps are: 

-Possibly pass this along to another member of the group. (If we all have a rough knowledge of how to make gears, then we will be able to move along alot quicker than if only I knew)

-Finding more GIF templates for gear making online and use those to make our own gears that we need for out model.

-Taking, and becoming certified in the Maker bot Test in Wikiversity and on Canvas

- Construction of a gear and testing sending it to the maker bot to be constructed.

==Week 2 Narrative==
My tasks for the weekend are to become Makerbot certified and find usable things on thingy verse.
{{collapse top|Becoming Makerbot Certified}}
&lt;gallery&gt;
| Passed the Makerbot Certification Quiz
&lt;/gallery&gt;

- Watched a good [https://www.youtube.com/watch?v=AKTSdW7-H3Q video] for how the makerbot works
{{collapse bottom}}

{{collapse top|Thingiverse}}
- Found a [http://www.thingiverse.com/thing:197896  picture] of a printable chain gear.

- Found a good [https://www.youtube.com/watch?v=gg8CgB9Dl0c video] showing basics how to print things from thingyverse
{{collapse bottom}}

'''Next Steps'''

- Makerbot Demo

- Print a couple of gears to make sure they work

- Send off the gear blueprint to a company that makes metal ones. 

- Bring in different bike chains.

==Week 3 Narrative==
My tasks for this weekend were to (1) Sketch a copy of the TV mount in my notebook w/ dimensions. and (2) Make a model using Google Sketchup.
{{collapse top|Sketches in my Notebook}}
&lt;gallery&gt;
File:Engineering project sketch to mount TV to wall.jpg|Here is the sketch I drew in my notebook of all of the different angles out mount can move.
&lt;gallery/&gt;

&lt;gallery&gt;
File:Sketch1234.jpg|Here is the mount and many of the dimension that it has.EX.50-720mm means the bar mounts have that range when moving closer or further part from each other. (Bigger or smaller TV's)
&lt;/gallery&gt;
{{collapse bottom}}

{{collapse top|Google Sketchup}}
&lt;gallery&gt;
&lt;gallery/&gt;

&lt;gallery&gt;

&lt;gallery/&gt;

&lt;gallery&gt;

&lt;gallery/&gt;

&lt;gallery&gt;

&lt;gallery/&gt;

&lt;gallery&gt;

&lt;gallery/&gt;

&lt;gallery&gt;
&lt;/gallery&gt;
{{collapse bottom}}


- This was my first time using Google Sketch up. I learned a lot of what I needed to know from this [http://www.sketchup.com/learn/videos website] that has a variety of different videos that showed me how to do many different things.

'''Next Steps'''

- Mount comes in the mail.

- Begin focusing on where exactly we need to place the linear actuators to maximize movement. 

- Find someone that can program arduinos or figure out how to do it ourselves.

- Figure out how we are going to connect the linear actuators to the mount itself.</text>
      <sha1>2uaq9mdtz0b2n7n381hdad9rtq8na68</sha1>
    </revision>
    <revision>
      <id>2408448</id>
      <parentid>2408447</parentid>
      <timestamp>2022-07-21T19:53:05Z</timestamp>
      <contributor>
        <username>Nihonjoe</username>
        <id>11530</id>
      </contributor>
      <minor />
      <comment>([[c:GR|GR]]) [[c:COM:FR|File renamed]]: [[File:Sketch1234.jpg]] → [[File:Engineering project sketch to mount TV to wall 2.jpg]] 2</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="3796" xml:space="preserve">[[User:1sfoerster|My Instructor's]] user page which points to this.
==Week 1 Narrative==
&lt;gallery&gt;
File:Openscad.jpg|'''Learning openSCAD'''
&lt;/gallery&gt;
-My task for the weekend was to learn how to make gears in openSCAD and to learn overall how this 3D design tool operates
{{collapse top|Basics of openSCAD}}
&lt;gallery&gt;
File:OpenSCAD.png|How to edit dimensions of a basic object like a sphere...[https://www.youtube.com/watch?v=XNghpq9sKRc]
&lt;gallery&gt;
File:OpenSCAD Wikibooks.png| learned more about how to make basic shaped using this link on &quot;wikibooks.&quot;[https://en.wikibooks.org/wiki/OpenSCAD_User_Manual]
&lt;gallery&gt;
File:Cube openSCAD.png|Here is a cube that i made using openSCAD. This particular cube is 5x5x5. (Length x Width x Height)
&lt;/gallery&gt;
{{collapse bottom}}

{{collapse top|Learining how to make 3D gears}}
&lt;gallery&gt;
File:Gear openSCAD.png|Here is a little gear jig for SCAD... We would be able to type in however many gear teeth, diameter, etc.[https://github.com/Obijuan/tutorial-openscad/blob/master/temporada-2/T16-estudiando-codigo-de-otros/01-MCAD/gears.scad]
&lt;/gallery&gt;

{{collapse bottom}}

'''Next Steps''' The nest steps are: 

-Possibly pass this along to another member of the group. (If we all have a rough knowledge of how to make gears, then we will be able to move along alot quicker than if only I knew)

-Finding more GIF templates for gear making online and use those to make our own gears that we need for out model.

-Taking, and becoming certified in the Maker bot Test in Wikiversity and on Canvas

- Construction of a gear and testing sending it to the maker bot to be constructed.

==Week 2 Narrative==
My tasks for the weekend are to become Makerbot certified and find usable things on thingy verse.
{{collapse top|Becoming Makerbot Certified}}
&lt;gallery&gt;
| Passed the Makerbot Certification Quiz
&lt;/gallery&gt;

- Watched a good [https://www.youtube.com/watch?v=AKTSdW7-H3Q video] for how the makerbot works
{{collapse bottom}}

{{collapse top|Thingiverse}}
- Found a [http://www.thingiverse.com/thing:197896  picture] of a printable chain gear.

- Found a good [https://www.youtube.com/watch?v=gg8CgB9Dl0c video] showing basics how to print things from thingyverse
{{collapse bottom}}

'''Next Steps'''

- Makerbot Demo

- Print a couple of gears to make sure they work

- Send off the gear blueprint to a company that makes metal ones. 

- Bring in different bike chains.

==Week 3 Narrative==
My tasks for this weekend were to (1) Sketch a copy of the TV mount in my notebook w/ dimensions. and (2) Make a model using Google Sketchup.
{{collapse top|Sketches in my Notebook}}
&lt;gallery&gt;
File:Engineering project sketch to mount TV to wall.jpg|Here is the sketch I drew in my notebook of all of the different angles out mount can move.
&lt;gallery/&gt;

&lt;gallery&gt;
File:Engineering project sketch to mount TV to wall 2.jpg|Here is the mount and many of the dimension that it has.EX.50-720mm means the bar mounts have that range when moving closer or further part from each other. (Bigger or smaller TV's)
&lt;/gallery&gt;
{{collapse bottom}}

{{collapse top|Google Sketchup}}
&lt;gallery&gt;
&lt;gallery/&gt;

&lt;gallery&gt;

&lt;gallery/&gt;

&lt;gallery&gt;

&lt;gallery/&gt;

&lt;gallery&gt;

&lt;gallery/&gt;

&lt;gallery&gt;

&lt;gallery/&gt;

&lt;gallery&gt;
&lt;/gallery&gt;
{{collapse bottom}}


- This was my first time using Google Sketch up. I learned a lot of what I needed to know from this [http://www.sketchup.com/learn/videos website] that has a variety of different videos that showed me how to do many different things.

'''Next Steps'''

- Mount comes in the mail.

- Begin focusing on where exactly we need to place the linear actuators to maximize movement. 

- Find someone that can program arduinos or figure out how to do it ourselves.

- Figure out how we are going to connect the linear actuators to the mount itself.</text>
      <sha1>fdhxwinsf11q1roh2xrjgsktyvhxfby</sha1>
    </revision>
  </page>
  <page>
    <title>The necessities in Random Processes</title>
    <ns>0</ns>
    <id>171008</id>
    <revision>
      <id>2408575</id>
      <parentid>2407769</parentid>
      <timestamp>2022-07-22T01:34:01Z</timestamp>
      <contributor>
        <username>Young1lim</username>
        <id>21186</id>
      </contributor>
      <comment>/* The Temporal Characteristics of Random Processes */</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="5805" xml:space="preserve">==''' Random Variables '''==

=== Single Random Variables ===
* Random Variables ([[Media:RV1.RVariable.1.A.20200427.pdf |A.pdf]])
* Distribution Function ([[Media:RV1.Distribution.2.A.201200428.pdf |A.pdf]])
* Density Function ([[Media:RV1.Density.3.A.20200429.pdf |A.pdf]])
* Functions of Random Variables ([[Media:RV1.RVFunction.4.A.20220317.pdf |A.pdf]])
* Gaussian Random Variables ([[Media:RV1.4.Gaussian.20200430.pdf |A.pdf]], [[Media:RV1.4B.Gaussian.20180314.pdf |B.pdf]])
* Other Distribution and Density Functions ([[Media:RV1.5.Other.20200501.pdf |A.pdf]])
* Conditional Distribution and Density Functions ([[Media:RV1.6.Conditional.20200506.pdf |A.pdf]])
&lt;/br&gt;

=== The Characteristics of a Single Random Variable ===
* Expected Value ([[Media:RV2.Expectation.1.A.20200506.pdf |A.pdf]])
* Moments ([[Media:RV2.Moment.2.B.20200507.pdf |A.pdf]], [[Media:RV2.Moment.2.B.20180320.pdf |B.pdf]])
* Moment Generating Functions ([[Media:RV2.MFunctions.3.A.20200508.pdf |A.pdf]])
* Transformations of Random Variables ([[Media:RV2.Transform.4.A.20200514.pdf |A.pdf]])
&lt;/br&gt;

=== Multiple Random Variables ===
* Vector Random Variables ([[Media:3MRV.1A.VectorRV.20200515.pdf |A.pdf]])
* Joint Distribution ([[Media:3MRV.2A.JointDist.20200518.pdf |A.pdf]])
* Joint Density ([[Media:3MRV.3A.JointDensity.20200521.pdf |A.pdf]])
* Conditional Joint Distribution and Density ([[Media:3MRV.4A.CondDistrib.20200527.pdf |A.pdf]])
* Statistical Independence ([[Media:3MRV.5A.StatIndep.20200423.pdf |A.pdf]])
* Sums of Random Variables ([[Media:3MRV.6A.RVSum.20200528.pdf |A.pdf]])
* Central Limit Theorem ([[Media:3MRV.7A.CLimit.20200612.pdf |A.pdf]])
&lt;/br&gt;

=== The Characteristics of Multiple Random Variables ===
* Expected Values ([[Media:4MRV.1A.Expect.20200617.pdf |A.pdf]])
* Joint Characteristic Functions ([[Media:4MRV.2A.JChar.20200618.pdf |A.pdf]])
* Jointly Gaussian Random Variables ([[Media:4MRV.3A.JGauss.20200619.pdf |A.pdf]])
* Transformations of Multiple Random Variables ([[Media:4MRV.4A.Transform.20200620.pdf |A.pdf]])
* Linear Transformation of Gaussian Random Variables ([[Media:4MRV.5A.LinearTrans.20200623.pdf |A.pdf]])
* Simulating Multiple Random Variables ([[Media:4MRV.6A.Simulation.20200624.pdf |A.pdf]])
* Sampling and Some Limit Theorem ([[Media:4MRV.7A.LimitTheorem.20200625.pdf |A.pdf]])
* Complex Random Variables ([[Media:4MRV.8A.ComplexRV.20200626.pdf |A.pdf]])
&lt;/br&gt;

==''' Random Processes '''==

=== The Temporal Characteristics of Random Processes ===
* Random Processes ([[Media:5MRV.1A.RandomProcess.20210216.pdf |A.pdf]])
* Joint Distribution, Independence, Processes ([[Media:5MRV.2A.JointDistribution.20210220.pdf |A.pdf]])
* Stationary Random Processes ([[Media:5MRV.3A.Stationary.20220402.pdf |A.pdf]], [[Media:5MRV.3B.Stationary.20220718.pdf |B.pdf]])
* Covariance &amp; Correlation of Random Variables ([[Media:5MRV.4A.CovCorrRV.20210910.pdf |A.pdf]])
* Covariance &amp; Correlation of Random Processses ([[Media:5MRV.5A.CovCorrRP.20210911.pdf |A.pdf]])
* Example Random Processes ([[Media:5MRV.4A.Example.20210227.pdf |A.pdf]])
* Ergodic Random Processes ([[Media:5MRV.5A.Ergodicity.20211022.pdf |A.pdf]], [[Media:5MRV.7B.Ergodicity.20211215.pdf |B.pdf]])
* Measurement of Correlation Functions ([[Media:5MRV.6A.Measure.20201013.pdf |A.pdf]])
* Complex Random Processes ([[Media:5MRV.7A.Complex.20201022.pdf |A.pdf]])
&lt;/br&gt;

=== The Spectral Characteristics of Random Processes ===
* Power Density Spectrum - Continuous Time ([[Media:6MRV.1A.PSpecCT.20210204.pdf |A.pdf]])
* Auto Correlation Function ([[Media:6MRV.2A.AutoCor.20201218.pdf |A.pdf]])
* Power Density Spectrum - Discrete Time ([[Media:6MRV.3A.PSpecDT.20201203.pdf |A.pdf]])
* Cross Power Density Spectrum ([[Media:6MRV.4A.CPSpec.20191108.pdf |A.pdf]])  
* Cross Correlation Function ([[Media:6MRV.5A.CCorrel.20191114.pdf |A.pdf]])  
* Noise Definitions ([[Media:6MRV.6A.Noise.20191121.pdf |A.pdf]]) 
* Power Spectrum of Complex Random Processes ([[Media:6MRV.7A.ComplexProc.20191125.pdf |A.pdf]])

&lt;/br&gt;

=== Linear System with Random Inputs ===
* Continuous Time LTI System ([[Media:7LTI.1A.CTime.20191203.pdf |A.pdf]])
* Discrete Time LTI System ([[Media:7LTI.2A.DTime.20191211.pdf |A.pdf]])
* System Response ([[Media:7LTI.3A.Response.20191224.pdf |A.pdf]])
* Spectral Characteristics ([[Media:7LTI.4A.Spectral.20200104.pdf |A.pdf]])
* Noise Modeling ([[Media:7LTI.5A.Noise.20200122.pdf |A.pdf]])

&lt;br&gt;

=== Optimum Linear System ===
* Maximum SNR ([[Media:8OPT.1A.MaxSNR.20200128.pdf |A.pdf]])
* Minimum Squared Error ([[Media:8OPT.2A.MinSE.20200207.pdf |A.pdf]])

&lt;br&gt;

=== Noise in Some Application Systems ===
* AM Communication Systems ([[Media:9APP.1A.AM.20200212.pdf |A.pdf]])
* FM Communication Systems ([[Media:9APP.2A.FM.20200221.pdf |A.pdf]])
* Control Systems ([[Media:9APP.3A.Control.20200225.pdf |A.pdf]])
* PLL Systems ([[Media:9APP.4A.PLL.20200305.pdf |A.pdf]])
* Random Waveforms ([[Media:9APP.5A.RandWave.20200311.pdf |A.pdf]])
* Radar Systems ([[Media:9APP.6A.Radar.20200313.pdf |A.pdf]])

&lt;br&gt;

==''' Correlation and Power Spectra '''==

# Correlation Functions of Random Signals ([[Media:RAND.1.A.Correlation.20121106.pdf |pdf]])
# Spectra of Random Signals ([[Media:RAND.2.A.Spectra.20121108.pdf |pdf]])
&lt;/br&gt; 

==''' Ergodicity, Statistics, Estimation '''==
&lt;/br&gt;

==''' Random Processes and Linear Systems '''==
&lt;/br&gt;


# Time Domain Techniques for Noisy Signals ([[Media:RAND.3.A.Time.20130205.pdf |A.pdf]], [[Media:Dirichlet.pdf |B.pdf]])
# Frequency Domain Techniques for Noisy Signals
# Correlation v.s. Convolution for Noisy Signals
&lt;/br&gt;


# System Identification ([[Media:RP.SysId.1.A.pdf |pdf]]) 
# Matched Filter &lt;ref&gt;[[Understanding Digital Communications]], See Baseband Mod/Demod Section&lt;/ref&gt;
 
&lt;/br&gt;
&lt;/br&gt; 
go to [ [[Electrical_%26_Computer_Engineering_Studies]] ]</text>
      <sha1>lep4bgglhdnil2lphj5cb3my4swx5pt</sha1>
    </revision>
    <revision>
      <id>2408577</id>
      <parentid>2408575</parentid>
      <timestamp>2022-07-22T01:36:38Z</timestamp>
      <contributor>
        <username>Young1lim</username>
        <id>21186</id>
      </contributor>
      <comment>/* The Temporal Characteristics of Random Processes */</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="5805" xml:space="preserve">==''' Random Variables '''==

=== Single Random Variables ===
* Random Variables ([[Media:RV1.RVariable.1.A.20200427.pdf |A.pdf]])
* Distribution Function ([[Media:RV1.Distribution.2.A.201200428.pdf |A.pdf]])
* Density Function ([[Media:RV1.Density.3.A.20200429.pdf |A.pdf]])
* Functions of Random Variables ([[Media:RV1.RVFunction.4.A.20220317.pdf |A.pdf]])
* Gaussian Random Variables ([[Media:RV1.4.Gaussian.20200430.pdf |A.pdf]], [[Media:RV1.4B.Gaussian.20180314.pdf |B.pdf]])
* Other Distribution and Density Functions ([[Media:RV1.5.Other.20200501.pdf |A.pdf]])
* Conditional Distribution and Density Functions ([[Media:RV1.6.Conditional.20200506.pdf |A.pdf]])
&lt;/br&gt;

=== The Characteristics of a Single Random Variable ===
* Expected Value ([[Media:RV2.Expectation.1.A.20200506.pdf |A.pdf]])
* Moments ([[Media:RV2.Moment.2.B.20200507.pdf |A.pdf]], [[Media:RV2.Moment.2.B.20180320.pdf |B.pdf]])
* Moment Generating Functions ([[Media:RV2.MFunctions.3.A.20200508.pdf |A.pdf]])
* Transformations of Random Variables ([[Media:RV2.Transform.4.A.20200514.pdf |A.pdf]])
&lt;/br&gt;

=== Multiple Random Variables ===
* Vector Random Variables ([[Media:3MRV.1A.VectorRV.20200515.pdf |A.pdf]])
* Joint Distribution ([[Media:3MRV.2A.JointDist.20200518.pdf |A.pdf]])
* Joint Density ([[Media:3MRV.3A.JointDensity.20200521.pdf |A.pdf]])
* Conditional Joint Distribution and Density ([[Media:3MRV.4A.CondDistrib.20200527.pdf |A.pdf]])
* Statistical Independence ([[Media:3MRV.5A.StatIndep.20200423.pdf |A.pdf]])
* Sums of Random Variables ([[Media:3MRV.6A.RVSum.20200528.pdf |A.pdf]])
* Central Limit Theorem ([[Media:3MRV.7A.CLimit.20200612.pdf |A.pdf]])
&lt;/br&gt;

=== The Characteristics of Multiple Random Variables ===
* Expected Values ([[Media:4MRV.1A.Expect.20200617.pdf |A.pdf]])
* Joint Characteristic Functions ([[Media:4MRV.2A.JChar.20200618.pdf |A.pdf]])
* Jointly Gaussian Random Variables ([[Media:4MRV.3A.JGauss.20200619.pdf |A.pdf]])
* Transformations of Multiple Random Variables ([[Media:4MRV.4A.Transform.20200620.pdf |A.pdf]])
* Linear Transformation of Gaussian Random Variables ([[Media:4MRV.5A.LinearTrans.20200623.pdf |A.pdf]])
* Simulating Multiple Random Variables ([[Media:4MRV.6A.Simulation.20200624.pdf |A.pdf]])
* Sampling and Some Limit Theorem ([[Media:4MRV.7A.LimitTheorem.20200625.pdf |A.pdf]])
* Complex Random Variables ([[Media:4MRV.8A.ComplexRV.20200626.pdf |A.pdf]])
&lt;/br&gt;

==''' Random Processes '''==

=== The Temporal Characteristics of Random Processes ===
* Random Processes ([[Media:5MRV.1A.RandomProcess.20210216.pdf |A.pdf]])
* Joint Distribution, Independence, Processes ([[Media:5MRV.2A.JointDistribution.20210220.pdf |A.pdf]])
* Stationary Random Processes ([[Media:5MRV.3A.Stationary.20220402.pdf |A.pdf]], [[Media:5MRV.3B.Stationary.20220719.pdf |B.pdf]])
* Covariance &amp; Correlation of Random Variables ([[Media:5MRV.4A.CovCorrRV.20210910.pdf |A.pdf]])
* Covariance &amp; Correlation of Random Processses ([[Media:5MRV.5A.CovCorrRP.20210911.pdf |A.pdf]])
* Example Random Processes ([[Media:5MRV.4A.Example.20210227.pdf |A.pdf]])
* Ergodic Random Processes ([[Media:5MRV.5A.Ergodicity.20211022.pdf |A.pdf]], [[Media:5MRV.7B.Ergodicity.20211215.pdf |B.pdf]])
* Measurement of Correlation Functions ([[Media:5MRV.6A.Measure.20201013.pdf |A.pdf]])
* Complex Random Processes ([[Media:5MRV.7A.Complex.20201022.pdf |A.pdf]])
&lt;/br&gt;

=== The Spectral Characteristics of Random Processes ===
* Power Density Spectrum - Continuous Time ([[Media:6MRV.1A.PSpecCT.20210204.pdf |A.pdf]])
* Auto Correlation Function ([[Media:6MRV.2A.AutoCor.20201218.pdf |A.pdf]])
* Power Density Spectrum - Discrete Time ([[Media:6MRV.3A.PSpecDT.20201203.pdf |A.pdf]])
* Cross Power Density Spectrum ([[Media:6MRV.4A.CPSpec.20191108.pdf |A.pdf]])  
* Cross Correlation Function ([[Media:6MRV.5A.CCorrel.20191114.pdf |A.pdf]])  
* Noise Definitions ([[Media:6MRV.6A.Noise.20191121.pdf |A.pdf]]) 
* Power Spectrum of Complex Random Processes ([[Media:6MRV.7A.ComplexProc.20191125.pdf |A.pdf]])

&lt;/br&gt;

=== Linear System with Random Inputs ===
* Continuous Time LTI System ([[Media:7LTI.1A.CTime.20191203.pdf |A.pdf]])
* Discrete Time LTI System ([[Media:7LTI.2A.DTime.20191211.pdf |A.pdf]])
* System Response ([[Media:7LTI.3A.Response.20191224.pdf |A.pdf]])
* Spectral Characteristics ([[Media:7LTI.4A.Spectral.20200104.pdf |A.pdf]])
* Noise Modeling ([[Media:7LTI.5A.Noise.20200122.pdf |A.pdf]])

&lt;br&gt;

=== Optimum Linear System ===
* Maximum SNR ([[Media:8OPT.1A.MaxSNR.20200128.pdf |A.pdf]])
* Minimum Squared Error ([[Media:8OPT.2A.MinSE.20200207.pdf |A.pdf]])

&lt;br&gt;

=== Noise in Some Application Systems ===
* AM Communication Systems ([[Media:9APP.1A.AM.20200212.pdf |A.pdf]])
* FM Communication Systems ([[Media:9APP.2A.FM.20200221.pdf |A.pdf]])
* Control Systems ([[Media:9APP.3A.Control.20200225.pdf |A.pdf]])
* PLL Systems ([[Media:9APP.4A.PLL.20200305.pdf |A.pdf]])
* Random Waveforms ([[Media:9APP.5A.RandWave.20200311.pdf |A.pdf]])
* Radar Systems ([[Media:9APP.6A.Radar.20200313.pdf |A.pdf]])

&lt;br&gt;

==''' Correlation and Power Spectra '''==

# Correlation Functions of Random Signals ([[Media:RAND.1.A.Correlation.20121106.pdf |pdf]])
# Spectra of Random Signals ([[Media:RAND.2.A.Spectra.20121108.pdf |pdf]])
&lt;/br&gt; 

==''' Ergodicity, Statistics, Estimation '''==
&lt;/br&gt;

==''' Random Processes and Linear Systems '''==
&lt;/br&gt;


# Time Domain Techniques for Noisy Signals ([[Media:RAND.3.A.Time.20130205.pdf |A.pdf]], [[Media:Dirichlet.pdf |B.pdf]])
# Frequency Domain Techniques for Noisy Signals
# Correlation v.s. Convolution for Noisy Signals
&lt;/br&gt;


# System Identification ([[Media:RP.SysId.1.A.pdf |pdf]]) 
# Matched Filter &lt;ref&gt;[[Understanding Digital Communications]], See Baseband Mod/Demod Section&lt;/ref&gt;
 
&lt;/br&gt;
&lt;/br&gt; 
go to [ [[Electrical_%26_Computer_Engineering_Studies]] ]</text>
      <sha1>rism01xdl0hlyoakfhkeqybhehrh88q</sha1>
    </revision>
  </page>
  <page>
    <title>Stars/Galaxies/Spirals/Quiz</title>
    <ns>0</ns>
    <id>202666</id>
    <revision>
      <id>2408467</id>
      <parentid>2121138</parentid>
      <timestamp>2022-07-21T21:12:47Z</timestamp>
      <contributor>
        <username>Huntster</username>
        <id>47528</id>
      </contributor>
      <minor />
      <comment>([[c:GR|GR]]) [[c:COM:Duplicate|Duplicate]]: [[File:Messier 105.jpg]] → [[File:M105 (37482401952).jpg]] Exact or scaled-down duplicate: [[c::File:M105 (37482401952).jpg]]</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="6772" xml:space="preserve">[[Image:Hubble2005-01-barred-spiral-galaxy-NGC1300.jpg|thumb|right|250px|Barred spiral galaxy NGC 1300 is photographed by the Hubble telescope. Credit: NASA, ESA, and The Hubble Heritage Team STScI/AURA).]]
'''[[Stars/Galaxies/Spirals|Spiral galaxies]]''' is a lecture and an article studying a specific type of astronomical object.

You are free to take this quiz based on [[Stars/Galaxies/Spirals|spiral galaxies]] at any time.

To improve your score, read and study the lecture, the links contained within, listed under [[Stars/Galaxies/Spirals/Quiz#See also|'''See also''']], [[Stars/Galaxies/Spirals/Quiz#External links|'''External links''']], and in the {{tlx|radiation astronomy resources}} template. This should give you adequate background to get 100 %.

As a &quot;learning by doing&quot; resource, this quiz helps you to assess your knowledge and understanding of the information, and it is a quiz you may take over and over as a learning resource to improve your knowledge, understanding, test-taking skills, and your score.

'''Suggestion:''' Have the lecture available in a separate window.

To master the information and use only your memory while taking the quiz, try rewriting the information from more familiar points of view, or be creative with association.

Enjoy learning by doing!
{{clear}}

==Quiz==

&lt;quiz&gt;

{The galaxy image at the top of the page has which type of rotational symmetry?
|type=&quot;()&quot;}
- one-fold - ⊙
+ two-fold - ⊖
- three-fold - ▲
- four-fold - ◈
- five-fold - ✪
- six-fold - ✱

{Yes or No, Active galactic nuclei do not occur in spiral galaxies generally.
|type=&quot;()&quot;}
- Yes
+ No

{A cosmic ray may originate from what astronomical source?
|type=&quot;()&quot;}
- Jupiter
- the solar wind
- the diffuse X-ray background
- Mount Redoubt in Alaska
- the asteroid belt
+ an active galactic nucleus

{True or False, Any small luminous green dot appearing in the cloudless portion of the night sky, especially with a fixed location relative to other such dots is most likely to be an active galactic nucleus.
|type=&quot;()&quot;}
- TRUE
+ FALSE

{The use of the principle of line of sight allows what phenomenon to be determined?
|type=&quot;()&quot;}
+ the Moon is closer to the Earth than the Sun
- the planet Mercury is nearer to the Earth than Venus
- any cumulus cloud overhead follows the Sun across the sky
- the plane of the Earth's orbit around the Sun is in the plane of the galaxy
- the surface of the photosphere of the Sun is hotter than the surface of Mars
- lightning always precedes rain

{Sprial galaxies have which of the following in common?
|type=&quot;[]&quot;}
+ spiral arms
- a spheroidal shape
- may appear lenticular
- is irregular
+ arms of younger stars
+ may contain star clusters
+ dust lanes

{Phenomena associated with the Milky Way are?
|type=&quot;[]&quot;}
+ spiral arms
- a spheroidal shape
+ a standard to differentiate dwarf galaxies
+ often referred to as the Galaxy
+ arms of younger stars
+ contains star clusters
+ dust lanes
+ extended red emission (ERE)
+ a faint galaxy heavy with dark matter may orbit it
- larger than the Andromeda galaxy

{Complete the text:
|type=&quot;{}&quot;}
Match up the item letter with each of the possibilities below:
Einstein ring - A
stellar nebula - B
Andromeda galaxy - C
Triplet galaxies interacting - D
Hubble galaxies - E
Dark matter halo simulation - F
Fairall 9 (Seyfert galaxy in X-rays) - G
Tycho Brahe observatory, remotely controlled telescope, captured galaxy - H
[[Image:Andromeda's Colorful Rings.jpg|thumb|left|100px]] { C (i) }.
[[Image:Galax.png|thumb|left|100px]] { H (i) }.
[[Image:A Horseshoe Einstein Ring from Hubble.JPG|thumb|left|100px]] { A (i) }.
[[Image:SWIFT J0123.9-5846 Hard X-ray.jpg|thumb|left|100px]] { G (i) }.
[[Image:Dark matter halo.png|thumb|left|100px]] { F (i) }.
[[Image:AmCyc Nebula - Stellar Nebula.jpg|thumb|left|100px]] { B (i) }.
[[Image:Dorian Gray.jpg|thumb|left|100px]] { E (i) }.
[[Image:Cosmic Interactions.jpg|thumb|left|100px]] { D (i) }.
{{clear}}

{Complete the text:
|type=&quot;{}&quot;}
Match up the item letter with each of the possibilities below:
Sa - A
Sb - B
Sc - C
SBa - D
SBb - E
SBc - F
Irr - G
S0 - H
[[Image:M101 hires STScI-PRC2006-10a.jpg|thumb|left|100px]] { C (i) }.
[[Image:Ngc5866 hst big.png|thumb|left|100px]] { H (i) }.
[[Image:M104 - Sombrero.jpg|thumb|left|100px]] { A (i) }.
[[Image:Starburst in NGC 4449 (captured by the Hubble Space Telescope).jpg|thumb|left|100px]] { G (i) }.
[[Image:NGC 7479 HST.jpg|thumb|left|100px]] { F (i) }.
[[Image:NGC2841.jpg|thumb|left|100px]] { B (i) }.
[[Image:The VLT goes lion hunting.jpg|thumb|left|100px]] { E (i) }.
[[Image:NGC 2859.jpg|thumb|left|100px]] { D (i) }.
{{clear}}

{Complete the text:
|type=&quot;{}&quot;}
Match up the item letter with each of the possibilities below:
E0 - A
E1 - B
E2 - C
E3 - D
E4 - E
E5 - F
E6 - G
E7 - H
[[Image:Maf1atlas.jpg|thumb|left|100px]] { D (i) }.
[[Image:M32 Lanoue.png|thumb|left|100px]] { C (i) }.
[[Image:Messier 105 2MASS.jpg|thumb|left|100px]] { H (i) }.
[[Image:Ngc185 rgb combined.jpg|thumb|left|100px]] { A (i) }.
[[Image:2MASS NGC 4125 JHK.jpg|thumb|left|100px]] { G (i) }.
[[Image:NGC 1427 Hubble WikiSky.jpg|thumb|left|100px]] { F (i) }.
[[Image:M105 (37482401952).jpg|thumb|left|100px]] { B (i) }.
[[Image:Coma Cluster of Galaxies (visible, wide field).jpg|thumb|left|100px|at left]] { E (i) }.
{{clear}}

&lt;/quiz&gt;

==Hypotheses==
{{main|Hypotheses}}
# Galaxies are primarily a product of the galactic magnetic field.

==See also==
{{div col|colwidth=20em}}
* [[Keynote lectures/Astronomy|Astronomy quiz]]
* [[Radiation chemistry/Quiz|Radiation astrochemistry quiz]]
* [[Radiation geography/Quiz|Radiation astrogeography quiz]]
* [[Radiation history/Quiz|Radiation astrohistory quiz]]
* [[Radiation astronomy/Quiz]]
* [[Theoretical radiation astronomy/Quiz]]
{{Div col end}}

==External links==
* [http://www.iau.org/ International Astronomical Union]
* [http://nedwww.ipac.caltech.edu/ NASA/IPAC Extragalactic Database - NED]
* [http://nssdc.gsfc.nasa.gov/ NASA's National Space Science Data Center]
* [http://www.adsabs.harvard.edu/ The SAO/NASA Astrophysics Data System]
* [http://cas.sdss.org/astrodr6/en/tools/quicklook/quickobj.asp SDSS Quick Look tool: SkyServer]
* [http://simbad.u-strasbg.fr/simbad/ SIMBAD Astronomical Database]
* [http://simbad.harvard.edu/simbad/ SIMBAD Web interface, Harvard alternate]
* [http://nssdc.gsfc.nasa.gov/nmc/SpacecraftQuery.jsp Spacecraft Query at NASA]
* [http://heasarc.gsfc.nasa.gov/cgi-bin/Tools/convcoord/convcoord.pl Universal coordinate converter]

&lt;!-- footer templates --&gt;
{{Radiation astronomy resources}}{{Sisterlinks|Spiral galaxies}}

&lt;!-- categories --&gt;
[[Category:Astrophysics quizzes]]
[[Category:Radiation astronomy quizzes]]
[[Category:Resources last modified in February 2020]]
[[Category:Stars quizzes]]</text>
      <sha1>rx0tm6p20kwu7btdcsmnq82xkxp5z2s</sha1>
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  </page>
  <page>
    <title>Haskell programming in plain view</title>
    <ns>0</ns>
    <id>203942</id>
    <revision>
      <id>2408579</id>
      <parentid>2408034</parentid>
      <timestamp>2022-07-22T01:49:21Z</timestamp>
      <contributor>
        <username>Young1lim</username>
        <id>21186</id>
      </contributor>
      <comment>/* Monads III : Mutable State Monads */</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="5588" xml:space="preserve">
==Introduction==
* Overview I ([[Media:HSKL.Overview.1.A.20160806.pdf |pdf]])
* Overview II ([[Media:HSKL.Overview.2.A.20160926.pdf |pdf]])
* Overview III ([[Media:HSKL.Overview.3.A.20161011.pdf |pdf]])
* Overview IV ([[Media:HSKL.Overview.4.A.20161104.pdf |pdf]])
* Overview V ([[Media:HSKL.Overview.5.A.20161108.pdf |pdf]])
&lt;/br&gt;

==Applications==
* Sudoku Background ([[Media:Sudoku.Background.0.A.20161108.pdf |pdf]])
* Bird's Implementation 
:- Specification ([[Media:Sudoku.1Bird.1.A.Spec.20170425.pdf |pdf]])
:- Rules ([[Media:Sudoku.1Bird.2.A.Rule.20170201.pdf |pdf]])
:- Pruning ([[Media:Sudoku.1Bird.3.A.Pruning.20170211.pdf |pdf]])
:- Expanding ([[Media:Sudoku.1Bird.4.A.Expand.20170506.pdf |pdf]])

&lt;/br&gt;

==Using GHCi==
* Getting started ([[Media:GHCi.Start.1.A.20170605.pdf |pdf]])
&lt;/br&gt;

==Using Libraries==
* Library ([[Media:Library.1.A.20170605.pdf |pdf]])
&lt;/br&gt;
&lt;/br&gt; 

==Function Oriented Typeclasses== 
=== Background ===
* Constructors ([[Media:Background.1.A.Constructor.20180904.pdf |pdf]])
* TypeClasses ([[Media:Background.1.B.TypeClass.20180904.pdf |pdf]]) 
* Functions ([[Media:Background.1.C.Function.20180712.pdf |pdf]])
* Expressions ([[Media:Background.1.D.Expression.20180707.pdf |pdf]])
* Operators ([[Media:Background.1.E.Operator.20180707.pdf |pdf]])

=== Functors ===
* Functor Overview ([[Media:Functor.1.A.Overview.20180802.pdf |pdf]])
* Function Functor ([[Media:Functor.2.A.Function.20180804.pdf |pdf]])
* Functor Lifting ([[Media:Functor.2.B.Lifting.20180721.pdf |pdf]])

=== Applicatives ===
* Applicatives Overview ([[Media:Applicative.3.A.Overview.20180606.pdf |pdf]])
* Applicatives Methods ([[Media:Applicative.3.B.Method.20180519.pdf |pdf]])
* Function Applicative ([[Media:Applicative.3.A.Function.20180804.pdf |pdf]])
* Applicatives Sequencing ([[Media:Applicative.3.C.Sequencing.20180606.pdf |pdf]])

=== Monads I : Background ===
* Side Effects ([[Media:Monad.P1.1A.SideEffect.20190316.pdf |pdf]])
* Monad Overview ([[Media:Monad.P1.2A.Overview.20190308.pdf |pdf]])
* Monadic Operations ([[Media:Monad.P1.3A.Operations.20190308.pdf |pdf]])
* Maybe Monad ([[Media:Monad.P1.4A.Maybe.201900606.pdf |pdf]])
* IO Actions ([[Media:Monad.P1.5A.IOAction.20190606.pdf |pdf]])
* Several Monad Types ([[Media:Monad.P1.6A.Types.20191016.pdf |pdf]])

=== Monads II : State Transformer Monads ===
* State Transformer 
: - State Transformer Basics ([[Media:MP2.1A.STrans.Basic.20191002.pdf |pdf]])
: - State Transformer Generic Monad ([[Media:MP2.1B.STrans.Generic.20191002.pdf |pdf]])
: - State Transformer Monads ([[Media:MP2.1C.STrans.Monad.20191022.pdf |pdf]])

* State Monad 
: - State Monad Basics ([[Media:MP2.2A.State.Basic.20190706.pdf |pdf]])
: - State Monad Methods ([[Media:MP2.2B.State.Method.20190706.pdf |pdf]]) 
: - State Monad Examples ([[Media:MP2.2C.State.Example.20190706.pdf |pdf]])

=== Monads III : Mutable State Monads ===
* Mutability Background 
: - Types ([[Media:MP3.1A.Mut.Type.20200721.pdf |pdf]])
: - Primitive Types ([[Media:MP3.1B.Mut.PrimType.20200611.pdf |pdf]])
: - Polymorphic Types ([[Media:MP3.1C.Mut.Polymorphic.20201212.pdf |pdf]])
: - Continuation Passing Style ([[Media:MP3.1D.Mut.Continuation.20220110.pdf |pdf]])
: - Expressions ([[Media:MP3.1E.Mut.Expression.20220628.pdf |pdf]])
: - Lambda Calculus ([[Media:MP3.1F.Mut.LambdaCal.20220720.pdf |pdf]])
: - Non-terminating Expressions ([[Media:MP3.1F.Mut.Non-terminating.20220616.pdf |pdf]])
: - Inhabitedness ([[Media:MP3.1F.Mut.Inhabited.20220319.pdf |pdf]])
: - Existential Types ([[Media:MP3.1E.Mut.Existential.20220128.pdf |pdf]])
: - forall Keyword ([[Media:MP3.1E.Mut.forall.20210316.pdf |pdf]])
: - Mutability and Strictness ([[Media:MP3.1C.Mut.Strictness.20200613.pdf |pdf]])
: - Strict and Lazy Packages ([[Media:MP3.1D.Mut.Package.20200620.pdf |pdf]])

* Mutable Objects
: - Mutable Variables ([[Media:MP3.1B.Mut.Variable.20200224.pdf |pdf]])
: - Mutable Data Structures  ([[Media:MP3.1D.Mut.DataStruct.20191226.pdf |pdf]])

* IO Monad 
: - IO Monad Basics ([[Media:MP3.2A.IO.Basic.20191019.pdf |pdf]])
: - IO Monad Methods ([[Media:MP3.2B.IO.Method.20191022.pdf |pdf]])  
: - IORef Mutable Variable ([[Media:MP3.2C.IO.IORef.20191019.pdf |pdf]])  

* ST Monad 
: - ST Monad Basics ([[Media:MP3.3A.ST.Basic.20191031.pdf |pdf]])
: - ST Monad Methods ([[Media:MP3.3B.ST.Method.20191023.pdf |pdf]])
: - STRef Mutable Variable ([[Media:MP3.3C.ST.STRef.20191023.pdf |pdf]])

=== Monads IV : Reader and Writer Monads ===
* Function Monad ([[Media:Monad.10.A.Function.20180806.pdf |pdf]])
* Monad Transformer ([[Media:Monad.3.I.Transformer.20180727.pdf |pdf]])
* MonadState Class
:: - State &amp; StateT Monads ([[Media:Monad.9.A.MonadState.Monad.20180920.pdf |pdf]])
:: - MonadReader Class ([[Media:Monad.9.B.MonadState.Class.20180920.pdf |pdf]])
* MonadReader Class
:: - Reader &amp; ReaderT Monads ([[Media:Monad.11.A.Reader.20180821.pdf |pdf]])
:: - MonadReader Class ([[Media:Monad.12.A.MonadReader.20180821.pdf |pdf]])
* Control Monad ([[Media:Monad.9.A.Control.20180908.pdf |pdf]])

=== Monoid ===
* Monoids ([[Media:Monoid.4.A.20180508.pdf |pdf]])

=== Arrow ===
* Arrows ([[Media:Arrow.1.A.20190504.pdf |pdf]])
&lt;/br&gt;

==Polymorphism==
* Polymorphism Overview ([[Media:Poly.1.A.20180220.pdf |pdf]])
&lt;/br&gt;

==Concurrent Haskell ==
&lt;/br&gt;


go to [ [[Electrical_%26_Computer_Engineering_Studies]] ]

==External links==
* [http://learnyouahaskell.com/introduction Learn you Haskell]
* [http://book.realworldhaskell.org/read/ Real World Haskell]
* [http://www.scs.stanford.edu/14sp-cs240h/slides/ Standford Class Material]


[[Category:Computer programming]]</text>
      <sha1>o1z5wz3vvh13g2bszcgmu2jnnphmdxl</sha1>
    </revision>
    <revision>
      <id>2408581</id>
      <parentid>2408579</parentid>
      <timestamp>2022-07-22T01:50:51Z</timestamp>
      <contributor>
        <username>Young1lim</username>
        <id>21186</id>
      </contributor>
      <comment>/* Monads III : Mutable State Monads */</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="5588" xml:space="preserve">
==Introduction==
* Overview I ([[Media:HSKL.Overview.1.A.20160806.pdf |pdf]])
* Overview II ([[Media:HSKL.Overview.2.A.20160926.pdf |pdf]])
* Overview III ([[Media:HSKL.Overview.3.A.20161011.pdf |pdf]])
* Overview IV ([[Media:HSKL.Overview.4.A.20161104.pdf |pdf]])
* Overview V ([[Media:HSKL.Overview.5.A.20161108.pdf |pdf]])
&lt;/br&gt;

==Applications==
* Sudoku Background ([[Media:Sudoku.Background.0.A.20161108.pdf |pdf]])
* Bird's Implementation 
:- Specification ([[Media:Sudoku.1Bird.1.A.Spec.20170425.pdf |pdf]])
:- Rules ([[Media:Sudoku.1Bird.2.A.Rule.20170201.pdf |pdf]])
:- Pruning ([[Media:Sudoku.1Bird.3.A.Pruning.20170211.pdf |pdf]])
:- Expanding ([[Media:Sudoku.1Bird.4.A.Expand.20170506.pdf |pdf]])

&lt;/br&gt;

==Using GHCi==
* Getting started ([[Media:GHCi.Start.1.A.20170605.pdf |pdf]])
&lt;/br&gt;

==Using Libraries==
* Library ([[Media:Library.1.A.20170605.pdf |pdf]])
&lt;/br&gt;
&lt;/br&gt; 

==Function Oriented Typeclasses== 
=== Background ===
* Constructors ([[Media:Background.1.A.Constructor.20180904.pdf |pdf]])
* TypeClasses ([[Media:Background.1.B.TypeClass.20180904.pdf |pdf]]) 
* Functions ([[Media:Background.1.C.Function.20180712.pdf |pdf]])
* Expressions ([[Media:Background.1.D.Expression.20180707.pdf |pdf]])
* Operators ([[Media:Background.1.E.Operator.20180707.pdf |pdf]])

=== Functors ===
* Functor Overview ([[Media:Functor.1.A.Overview.20180802.pdf |pdf]])
* Function Functor ([[Media:Functor.2.A.Function.20180804.pdf |pdf]])
* Functor Lifting ([[Media:Functor.2.B.Lifting.20180721.pdf |pdf]])

=== Applicatives ===
* Applicatives Overview ([[Media:Applicative.3.A.Overview.20180606.pdf |pdf]])
* Applicatives Methods ([[Media:Applicative.3.B.Method.20180519.pdf |pdf]])
* Function Applicative ([[Media:Applicative.3.A.Function.20180804.pdf |pdf]])
* Applicatives Sequencing ([[Media:Applicative.3.C.Sequencing.20180606.pdf |pdf]])

=== Monads I : Background ===
* Side Effects ([[Media:Monad.P1.1A.SideEffect.20190316.pdf |pdf]])
* Monad Overview ([[Media:Monad.P1.2A.Overview.20190308.pdf |pdf]])
* Monadic Operations ([[Media:Monad.P1.3A.Operations.20190308.pdf |pdf]])
* Maybe Monad ([[Media:Monad.P1.4A.Maybe.201900606.pdf |pdf]])
* IO Actions ([[Media:Monad.P1.5A.IOAction.20190606.pdf |pdf]])
* Several Monad Types ([[Media:Monad.P1.6A.Types.20191016.pdf |pdf]])

=== Monads II : State Transformer Monads ===
* State Transformer 
: - State Transformer Basics ([[Media:MP2.1A.STrans.Basic.20191002.pdf |pdf]])
: - State Transformer Generic Monad ([[Media:MP2.1B.STrans.Generic.20191002.pdf |pdf]])
: - State Transformer Monads ([[Media:MP2.1C.STrans.Monad.20191022.pdf |pdf]])

* State Monad 
: - State Monad Basics ([[Media:MP2.2A.State.Basic.20190706.pdf |pdf]])
: - State Monad Methods ([[Media:MP2.2B.State.Method.20190706.pdf |pdf]]) 
: - State Monad Examples ([[Media:MP2.2C.State.Example.20190706.pdf |pdf]])

=== Monads III : Mutable State Monads ===
* Mutability Background 
: - Types ([[Media:MP3.1A.Mut.Type.20200721.pdf |pdf]])
: - Primitive Types ([[Media:MP3.1B.Mut.PrimType.20200611.pdf |pdf]])
: - Polymorphic Types ([[Media:MP3.1C.Mut.Polymorphic.20201212.pdf |pdf]])
: - Continuation Passing Style ([[Media:MP3.1D.Mut.Continuation.20220110.pdf |pdf]])
: - Expressions ([[Media:MP3.1E.Mut.Expression.20220628.pdf |pdf]])
: - Lambda Calculus ([[Media:MP3.1F.Mut.LambdaCal.20220721.pdf |pdf]])
: - Non-terminating Expressions ([[Media:MP3.1F.Mut.Non-terminating.20220616.pdf |pdf]])
: - Inhabitedness ([[Media:MP3.1F.Mut.Inhabited.20220319.pdf |pdf]])
: - Existential Types ([[Media:MP3.1E.Mut.Existential.20220128.pdf |pdf]])
: - forall Keyword ([[Media:MP3.1E.Mut.forall.20210316.pdf |pdf]])
: - Mutability and Strictness ([[Media:MP3.1C.Mut.Strictness.20200613.pdf |pdf]])
: - Strict and Lazy Packages ([[Media:MP3.1D.Mut.Package.20200620.pdf |pdf]])

* Mutable Objects
: - Mutable Variables ([[Media:MP3.1B.Mut.Variable.20200224.pdf |pdf]])
: - Mutable Data Structures  ([[Media:MP3.1D.Mut.DataStruct.20191226.pdf |pdf]])

* IO Monad 
: - IO Monad Basics ([[Media:MP3.2A.IO.Basic.20191019.pdf |pdf]])
: - IO Monad Methods ([[Media:MP3.2B.IO.Method.20191022.pdf |pdf]])  
: - IORef Mutable Variable ([[Media:MP3.2C.IO.IORef.20191019.pdf |pdf]])  

* ST Monad 
: - ST Monad Basics ([[Media:MP3.3A.ST.Basic.20191031.pdf |pdf]])
: - ST Monad Methods ([[Media:MP3.3B.ST.Method.20191023.pdf |pdf]])
: - STRef Mutable Variable ([[Media:MP3.3C.ST.STRef.20191023.pdf |pdf]])

=== Monads IV : Reader and Writer Monads ===
* Function Monad ([[Media:Monad.10.A.Function.20180806.pdf |pdf]])
* Monad Transformer ([[Media:Monad.3.I.Transformer.20180727.pdf |pdf]])
* MonadState Class
:: - State &amp; StateT Monads ([[Media:Monad.9.A.MonadState.Monad.20180920.pdf |pdf]])
:: - MonadReader Class ([[Media:Monad.9.B.MonadState.Class.20180920.pdf |pdf]])
* MonadReader Class
:: - Reader &amp; ReaderT Monads ([[Media:Monad.11.A.Reader.20180821.pdf |pdf]])
:: - MonadReader Class ([[Media:Monad.12.A.MonadReader.20180821.pdf |pdf]])
* Control Monad ([[Media:Monad.9.A.Control.20180908.pdf |pdf]])

=== Monoid ===
* Monoids ([[Media:Monoid.4.A.20180508.pdf |pdf]])

=== Arrow ===
* Arrows ([[Media:Arrow.1.A.20190504.pdf |pdf]])
&lt;/br&gt;

==Polymorphism==
* Polymorphism Overview ([[Media:Poly.1.A.20180220.pdf |pdf]])
&lt;/br&gt;

==Concurrent Haskell ==
&lt;/br&gt;


go to [ [[Electrical_%26_Computer_Engineering_Studies]] ]

==External links==
* [http://learnyouahaskell.com/introduction Learn you Haskell]
* [http://book.realworldhaskell.org/read/ Real World Haskell]
* [http://www.scs.stanford.edu/14sp-cs240h/slides/ Standford Class Material]


[[Category:Computer programming]]</text>
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{{medical disclaimer}}
{{:{{BASEPAGENAME}}/Sidebar}}
==[[Evidence based assessment/Portfolio template/What is a &quot;portfolio&quot;|'''What is a &quot;portfolio&quot;?''']]==
For background information on what assessment portfolios are, click the link in the heading above.

Want even '''more''' information about this topic? There's an extended version of this page [[Evidence-based assessment/Depression in youth (assessment portfolio)/extended version|here]].

==[[Evidence based assessment/Preparation phase|'''Preparation phase''']]==

===Diagnostic criteria for depression in youth ===
{{blockquotetop}}'''ICD-11 Diagnostic Criteria'''
*Depressive Disorders
**Depressive disorders are characterized by depressive mood (e.g., sad, irritable, empty) or loss of pleasure accompanied by other cognitive, behavioural, or neurovegetative symptoms that significantly affect the individual’s ability to function. A depressive disorder should not be diagnosed in individuals who have ever experienced a manic, mixed or hypomanic episode, which would indicate the presence of a bipolar disorder.
*Single Episode Depressive Disorder
**Single episode depressive disorder is characterized by the presence or history of one depressive episode when there is no history of prior depressive episodes. A depressive episode is characterized by a period of almost daily depressed mood or diminished interest in activities lasting at least two weeks accompanied by other symptoms such as difficulty concentrating, feelings of worthlessness or excessive or inappropriate guilt, hopelessness, recurrent thoughts of death or suicide, changes in appetite or sleep, psychomotor agitation or retardation, and reduced energy or fatigue. There have never been any prior manic, hypomanic, or mixed episodes, which would indicate the presence of a bipolar disorder.
***Note: The ICD-11 lists 10 additional subcategories of single episode depressive disorder. They can be found [https://icd.who.int/browse11/l-m/en#/http%3a%2f%2fid.who.int%2ficd%2fentity%2f578635574 here].
*Recurrent Depressive Disorder
**Recurrent depressive disorder is characterized by a history or at least two depressive episodes separated by at least several months without significant mood disturbance. A depressive episode is characterized by a period of almost daily depressed mood or diminished interest in activities lasting at least two weeks accompanied by other symptoms such as difficulty concentrating, feelings of worthlessness or excessive or inappropriate guilt, hopelessness, recurrent thoughts of death or suicide, changes in appetite or sleep, psychomotor agitation or retardation, and reduced energy or fatigue. There have never been any prior manic, hypomanic, or mixed episodes, which would indicate the presence of a Bipolar disorder.
***Note: The ICD-11 lists 10 additional subcategories of recurrent depressive disorder. They can be found [https://icd.who.int/browse11/l-m/en#/http%3a%2f%2fid.who.int%2ficd%2fentity%2f1194756772 here].
*Dysthymic Disorder
**Dysthymic disorder is characterized by a persistent depressive mood (i.e., lasting 2 years or more), for most of the day, for more days than not. In children and adolescents depressed mood can manifest as pervasive irritability.The depressed mood is accompanied by additional symptoms such as markedly diminished interest or pleasure in activities, reduced concentration and attention or indecisiveness, low self-worth or excessive or inappropriate guilt, hopelessness about the future, disturbed sleep or increased sleep, diminished or increased appetite, or low energy or fatigue. During the first 2 years of the disorder, there has never been a 2-week period during which the number and duration of symptoms were sufficient to meet the diagnostic requirements for a Depressive Episode. There is no history of Manic, Mixed, or Hypomanic Episodes.
*Mixed Depressive and Anxiety Disorder
**Mixed depressive and anxiety disorder is characterized by symptoms of both anxiety and depression more days than not for a period of two weeks or more. Neither set of symptoms, considered separately, is sufficiently severe, numerous, or persistent to justify a diagnosis of a depressive episode, dysthymia or an anxiety and fear-related disorder. Depressed mood or diminished interest in activities must be present accompanied by additional depressive symptoms as well as multiple symptoms of anxiety. The symptoms result in significant distress or significant impairment in personal, family, social, educational, occupational or other important areas of functioning. There have never been any prior manic, hypomanic, or mixed episodes, which would indicate the presence of a bipolar disorder.
#
==== Changes in DSM-5 ====
* The diagnostic criteria for depressive disorders changed slightly from  [[DSM-IV]] to [[w:Diagnostic_and_Statistical_Manual_of_Mental_Disorders#DSM-IV-TR_.282000.29|DSM-5-TR]]. Summaries are available [https://psychiatry.org/psychiatrists/practice/dsm/updates-to-dsm/updates-to-dsm-5-tr-criteria-text here] and [[w:DSM-5|here]].
{{blockquotebottom}}

===Base rates of adolescent depression in different clinical settings===
This section describes the demographic setting of the population(s) sampled, base rates of diagnosis, country/region sampled, and the diagnostic method that was used. Using this information, clinicians will be able to anchor the rates of adolescent depression that they are likely to see in their clinical practices.

* '''''To find prevalence rates across multiple disorders,''''' [[Evidence based assessment/Preparation phase#Base rates for transdiagnostic comparison|click here.]]

{| class=&quot;wikitable&quot;
|-
! Demography 
! Setting !! Base Rate !! Diagnostic Method
!Best Recommended For
|-
| French general practitioner network 
| Children and adolescents attending primary care&lt;ref name=&quot;MathetEtAl2002&quot;&gt;{{cite journal|last1=Mathet|first1=F|last2=Martin-Guehl|first2=C|last3=Maurice-Tison|first3=S|last4=Bouvard|first4=MP|date=2002|title=Prevalence of depressive disorders in children and adolescents attending primary care. A survey with the Aquitaine Sentinelle Network.|journal=L'Encephale|volume=29|issue=5|pages=391-400|pmid=14615688}}&lt;/ref&gt; (2002) || 5.0% || CES-D, CBCL, Kiddie Schedule for Affective Disorders and Schizophrenia - Present and Lifetime Version (KSADS-PL) &lt;sup&gt;y&lt;/sup&gt;
|
|-
| All of U.S.A. 
| National Comorbidity Survey-Adolescent (ages 13-18)&lt;ref name=&quot;MerikangasEtAl2010&quot;&gt;{{cite journal|last1=Merikangas|first1=KR|last2=He|first2=JP|last3=Burstein|first3=M|last4=Swanson|first4=SA|last5=Avenevoli|first5=S|last6=Cui|first6=L|last7=Benjet|first7=C|last8=Georgiades|first8=K|last9=Swendsen|first9=J|date=October 2010|title=Lifetime prevalence of mental disorders in U.S. adolescents: results from the National Comorbidity Survey Replication--Adolescent Supplement (NCS-A).|journal=Journal of the American Academy of Child and Adolescent Psychiatry|volume=49|issue=10|pages=980-9|pmid=20855043}}&lt;/ref&gt; (2010) || 6.9%-15.4% || National Comorbidity Survey-Adolescent (NCS-A) Interview Schedule &lt;sup&gt;p, y&lt;/sup&gt;
|
|-
| North Carolina 
| Great Smoky Mountains Study: Community Sample (ages 9-13) (1997)&lt;ref name=&quot;CostelloEtAl1997&quot;&gt;{{cite journal|last1=Costello|first1=EJ|last2=Farmer|first2=EM|last3=Angold|first3=A|last4=Burns|first4=BJ|last5=Erkanli|first5=A|date=May 1997|title=Psychiatric disorders among American Indian and white youth in Appalachia: the Great Smoky Mountains Study.|journal=American journal of public health|volume=87|issue=5|pages=827-32|pmid=9184514}}&lt;/ref&gt;|| .03-1.45% || CAPA = Child and Adolescent Psychiatric Assessment&lt;ref&gt;{{Cite journal|last=Angold|first=A.|last2=Costello|first2=E. J.|date=2000-1|title=The Child and Adolescent Psychiatric Assessment (CAPA)|url=https://www.ncbi.nlm.nih.gov/pubmed/10638066|journal=Journal of the American Academy of Child and Adolescent Psychiatry|volume=39|issue=1|pages=39–48|doi=10.1097/00004583-200001000-00015|issn=0890-8567|pmid=10638066}}&lt;/ref&gt;
|
|-
| All of U.S.A. 
| Acute psychiatric hospitalizations in 2009-2010 children (under the age of 15) (Blader &amp; Carlson, 2010) || 13% || Centers for Disease Control survey of discharge diagnoses
|
|-
| Northwestern U.S.A. high school 
| High school students (1993)&lt;ref name=&quot;LewinsohnEtAl1993&quot;&gt;{{cite journal|last1=Lewinsohn|first1=PM|last2=Hops|first2=H|last3=Roberts|first3=RE|last4=Seeley|first4=JR|last5=Andrews|first5=JA|date=February 1993|title=Adolescent psychopathology: I. Prevalence and incidence of depression and other DSM-III-R disorders in high school students.|journal=Journal of abnormal psychology|volume=102|issue=1|pages=133-44|pmid=8436689}}&lt;/ref&gt;|| 9.6% || KSADS
|
|-
| All of U.S.A. 
| Gender differences, males and females, respectively (2010)&lt;ref name=&quot;MerikangasEtAl2010&quot; /&gt;|| 7.5%-15% || NCS-A Interview Schedule &lt;sup&gt;p, y &lt;/sup&gt;
|
|-
| Varied 
| Meta-analysis, adolescents 13 to 18 years (2006)&lt;ref name=&quot;CostelloEtAl2006&quot;&gt;{{cite journal|last1=Costello|first1=EJ|last2=Erkanli|first2=A|last3=Angold|first3=A|date=December 2006|title=Is there an epidemic of child or adolescent depression?|journal=Journal of child psychology and psychiatry, and allied disciplines|volume=47|issue=12|pages=1263-71|pmid=17176381}}&lt;/ref&gt;|| 5.7% || DISC, CIDI, SDI, K-SADS, CAS, CAPA, IOW, DAWBA
|
|-
| All of U.S.A. 
| National Comorbidity Survey-Adolescent Supplement (NCS-A) (2015)&lt;ref name=&quot;AvenevoliEtAl2015&quot;&gt;{{cite journal|last1=Avenevoli|first1=S|last2=Swendsen|first2=J|last3=He|first3=JP|last4=Burstein|first4=M|last5=Merikangas|first5=KR|date=January 2015|title=Major depression in the national comorbidity survey-adolescent supplement: prevalence, correlates, and treatment.|journal=Journal of the American Academy of Child and Adolescent Psychiatry|volume=54|issue=1|pages=37-44.e2|pmid=25524788}}&lt;/ref&gt;|| 11.0% || CIDI 
|
|-
| American middle school 
| Ethnically diverse sample of middle school (Grades 6-8) students (1997)&lt;ref name=&quot;RobertsEtAl1997&quot;&gt;{{cite journal|last1=Roberts|first1=RE|last2=Roberts|first2=CR|last3=Chen|first3=YR|date=February 1997|title=Ethnocultural differences in prevalence of adolescent depression.|journal=American journal of community psychology|volume=25|issue=1|pages=95-110|pmid=9231998}}&lt;/ref&gt;|| 1.9% (Chinese descent) to 6.6% (Mexican descent) || DISC
|
|-
|American public school
|High school freshman in public school (2009)&lt;ref&gt;{{Cite journal|last=Goyal|first=Sunil|last2=Srivastava|first2=Kalpana|last3=Bansal|first3=Vivek|date=2009-01-01|title=Study of prevalence of depression in adolescent students of a public school|url=http://www.industrialpsychiatry.org/text.asp?2009/18/1/43/57859|journal=Industrial Psychiatry Journal|language=en|volume=18|issue=1|doi=10.4103/0972-6748.57859}}&lt;/ref&gt;
|18.4%
|GHQ-12 and BDI
|
|-
|Cross-sectional sample of socioeconomic groups
|Adolescents 12-17 (2016)&lt;ref&gt;{{Cite journal|last=Mojtabai|first=Ramin|last2=Olfson|first2=Mark|last3=Han|first3=Beth|date=2016-12-01|title=National Trends in the Prevalence and Treatment of Depression in Adolescents and Young Adults|url=http://pediatrics.aappublications.org/content/138/6/e20161878|journal=Pediatrics|language=en|volume=138|issue=6|pages=e20161878|doi=10.1542/peds.2016-1878|issn=0031-4005|pmid=27940701}}&lt;/ref&gt;
|increased from 8.7% in 2005 to 11.3% in 2014 
|NCS-Replication
|
|-
|Epidemiological (CDC)
|
|2.1%&lt;ref name=&quot;:02&quot;&gt;{{Cite journal|last=Perou|first=Ruth|last2=Bitsko|first2=Rebecca H.|last3=Blumberg|first3=Stephen J.|last4=Pastor|first4=Patricia|last5=Ghandour|first5=Reem M.|last6=Gfroerer|first6=Joseph C.|last7=Hedden|first7=Sarra L.|last8=Crosby|first8=Alex E.|last9=Visser|first9=Susanna N.|date=2013-05-17|title=Mental health surveillance among children--United States, 2005-2011|url=https://www.ncbi.nlm.nih.gov/pubmed/23677130|journal=MMWR supplements|volume=62|issue=2|pages=1–35|issn=2380-8942|pmid=23677130}}&lt;/ref&gt;
|
|
|}

&lt;sup&gt;p&lt;/sup&gt;:Parent interviewed as component of diagnostic assessment; &lt;sup&gt;y&lt;/sup&gt;:youth interviewed as part of diagnostic assessment.

==[[Evidence based assessment/Prediction phase|'''Prediction phase''']]==

=== Psychometric properties of screening instruments for adolescent depression ===
The following section contains a list of screening and diagnostic instruments for adolescent depression. The section includes administration information, psychometric data, and PDFs or links to the screenings. 
* Screenings are used as part of the [[Evidence based assessment/Prediction phase|prediction phase]] of assessment; for more information on interpretation of this data, or how screenings fit in to the assessment process, [[Evidence based assessment/Prediction phase|'''click here''']]. 
* '''''For a list of more broadly-reaching screening instruments, [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prediction_phase&amp;wteswitched=1#Common_screening_instruments click here.]'''''

{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
! colspan=&quot;10&quot; |Screening instruments for adolescent depression
|-
! Measure
! Format (Reporter)
! Age Range
! Administration/
Completion Time
! Interrater Reliability
! Test-Retest Reliability
! Construct Validity
! Content Validity
! Highly Recommended
!Free and Accessible Measures
|-
|[[wikipedia:The_Mood_and_Feelings_Questionnaire|Mood and Feelings Questionnaire]] (MFQ) 
| Self-report
| 6-17
| 5-10 minutes&lt;ref&gt;{{Cite web|url=http://www.cebc4cw.org/assessment-tool/mood-and-feelings-questionnaire-mfq/|title=CEBC » Assessment Tool › Mood And Feelings Questionnaire Mfq|website=www.cebc4cw.org|language=en|accessdate=2018-03-01}}&lt;/ref&gt;
| NA
| A
| G
| A
| X
|
* [https://mfr.osf.io/render?url=https://osf.io/enx4b/?action=download%26mode=render Child Self Report - long version]
* [https://mfr.osf.io/render?url=https://osf.io/mcg5w/?action=download%26mode=render Child Self Report - short version]
* [https://mfr.osf.io/render?url=https://osf.io/cw27p/?action=download%26mode=render Parent Report on Child - long version]
* [https://mfr.osf.io/render?url=https://osf.io/kybr4/?action=download%26mode=render Parent Report on Child - short version]
* [https://mfr.osf.io/render?url=https://osf.io/sb5xw/?action=download%26mode=render Adult Self-Report - long version]
* [https://mfr.osf.io/render?url=https://osf.io/xa7v6/?action=download%26mode=render Adult Self-Report - short version]
|-
|Revised Children’s Anxiety and Depression Scale (RCADS) &lt;ref&gt;{{Cite journal|last=Ebesutani|first=Chad|last2=Reise|first2=Steven P.|last3=Chorpita|first3=Bruce F.|last4=Ale|first4=Chelsea|last5=Regan|first5=Jennifer|last6=Young|first6=John|last7=Higa-McMillan|first7=Charmaine|last8=Weisz|first8=John R.|date=2012|title=The Revised Child Anxiety and Depression Scale-Short Version: Scale reduction via exploratory bifactor modeling of the broad anxiety factor.|url=http://doi.apa.org/getdoi.cfm?doi=10.1037/a0027283|journal=Psychological Assessment|language=en|volume=24|issue=4|pages=833–845|doi=10.1037/a0027283|issn=1939-134X}}&lt;/ref&gt;
|Questionnaire (Child)
|6-18
|12 minutes
|G&lt;ref name=&quot;:2&quot;&gt;{{Cite journal|last=Chorpita|first=Bruce F.|last2=Moffitt|first2=Catherine E.|last3=Gray|first3=Jennifer|date=2005-03|title=Psychometric properties of the Revised Child Anxiety and Depression Scale in a clinical sample|url=http://dx.doi.org/10.1016/j.brat.2004.02.004|journal=Behaviour Research and Therapy|volume=43|issue=3|pages=309–322|doi=10.1016/j.brat.2004.02.004|issn=0005-7967}}&lt;/ref&gt;
|G&lt;ref&gt;{{Cite journal|last=Chorpita|first=Bruce F|last2=Yim|first2=Letitia|last3=Moffitt|first3=Catherine|last4=Umemoto|first4=Lori A|last5=Francis|first5=Sarah E|date=2000-08|title=Assessment of symptoms of DSM-IV anxiety and depression in children: a revised child anxiety and depression scale|url=http://dx.doi.org/10.1016/s0005-7967(99)00130-8|journal=Behaviour Research and Therapy|volume=38|issue=8|pages=835–855|doi=10.1016/s0005-7967(99)00130-8|issn=0005-7967}}&lt;/ref&gt;
|G&lt;ref name=&quot;:2&quot; /&gt;
|A
|
|
*[http://www.corc.uk.net/outcome-experience-measures/revised-childrens-anxiety-and-depression-scale-and-subscales/ RCADS homepage]

'''PDFs for RCADS'''

*[https://mfr.osf.io/render?url=https://osf.io/s3fu2/?action=download%26mode=render RCADS Child Self-reported (8-18 years)]
*[https://mfr.osf.io/render?url=https://osf.io/fp9mk/?action=download%26mode=render RCADS Parent-reported]
*[https://mfr.osf.io/render?url=https://osf.io/vy7ta/?action=download%26mode=render Child Scoring Aid]
*[https://mfr.osf.io/render?url=https://osf.io/t4bz6/?action=download%26mode=render Parent Scoring Aid]

'''Subscales'''

*[https://mfr.osf.io/render?url=https://osf.io/za8we/?action=download%26mode=render Depression Self-reported]

*[https://mfr.osf.io/render?url=https://osf.io/nezbk/?action=download%26mode=render Depression Parent-reported]

'''Translations'''

'''[https://mfr.osf.io/render?url=https://osf.io/qsjh9/?action=download%26mode=render User Guide]'''
|}

'''Note:''' L = Less than adequate; A = Adequate; G = Good; E = Excellent; U = Unavailable; NA = Not applicable

=== Likelihood ratios and AUCs of screening measures for adolescent depression ===
{| class=&quot;wikitable sortable&quot;
|-
! Screening Measure (Primary Reference) !! AUC !! LR+ (score) !! LR- (score) !! Citation !! Clinical Generalizability
!Download
|- 
|WHO-Five Well-being Index (WHO-5) [http://www.ncbi.nlm.nih.gov/pubmed/12830302 3]&lt;ref name=&quot;BechEtAl2003&quot;&gt;{{cite journal|last1=Bech|first1=P|last2=Olsen|first2=LR|last3=Kjoller|first3=M|last4=Rasmussen|first4=NK|title=Measuring well-being rather than the absence of distress symptoms: a comparison of the SF-36 Mental Health subscale and the WHO-Five Well-Being Scale.|journal=International journal of methods in psychiatric research|date=2003|volume=12|issue=2|pages=85-91|pmid=12830302}}&lt;/ref&gt;|| .885 (N=294) || 4.40 (raw score 11+) || .15 (raw score ≤) || [http://www.ncbi.nlm.nih.gov/pubmed/25800246 (Christensen et al., 2015)]&lt;ref name=&quot;ChristensenEtAl2015&quot;&gt;{{cite journal|last1=Christensen|first1=KS|last2=Haugen|first2=W|last3=Sirpal|first3=MK|last4=Haavet|first4=OR|title=Diagnosis of depressed young people--criterion validity of WHO-5 and HSCL-6 in Denmark and Norway.|journal=Family practice|date=June 2015|volume=32|issue=3|pages=359-63|pmid=25800246}}&lt;/ref&gt; || General sample of adolescents from Norway and Denmark 
|Link to free download:

[https://www.psykiatri-regionh.dk/who-5/Documents/WHO5_English.pdf WHO-5]
|-
|Hopkins Symptom Checklist-10 (HSCL-10) (short version of SCL-90)&lt;ref name=&quot;HaavetEtAl2007&quot;&gt;{{cite journal|last1=Haavet|first1=OR|last2=Christensen|first2=KS|last3=Sirpal|first3=MK|last4=Haugen|first4=W|title=Diagnosis of depression among adolescents--a clinical validation study of key questions and questionnaire.|journal=BMC family practice|date=13 July 2007|volume=8|pages=41|pmid=17626643}}&lt;/ref&gt; || .8862 (N=294) || Boys: 7.2, Girls:3.2 (raw score 16/10) || Boys:.14, Girls:.17 (raw score ≤) || [http://www.ncbi.nlm.nih.gov/pubmed/20937663 (Haavet et al., 2011)]&lt;ref name=&quot;HaavetEtAl2011&quot;&gt;{{cite journal|last1=Haavet|first1=OR|last2=Sirpal|first2=MK|last3=Haugen|first3=W|last4=Christensen|first4=KS|title=Diagnosis of depressed young people in primary health care--a validation of HSCL-10.|journal=Family practice|date=April 2011|volume=28|issue=2|pages=233-7|pmid=20937663}}&lt;/ref&gt; || General sample of adolescents from Norway and Denmark 
|
|-
|6-item Kutcher Adolescent Depression Scale (KADS)&lt;ref name=&quot;LeBlancEtAl2002&quot;&gt;{{cite journal|last1=LeBlanc|first1=JC|last2=Almudevar|first2=A|last3=Brooks|first3=SJ|last4=Kutcher|first4=S|title=Screening for adolescent depression: comparison of the Kutcher Adolescent Depression Scale with the Beck depression inventory.|journal=Journal of child and adolescent psychopharmacology|date=2002|volume=12|issue=2|pages=113-26|pmid=12188980}}&lt;/ref&gt; || .89 (N=309) || 3.17 (raw score 6) || .11 (raw score ≤) || [http://www.ncbi.nlm.nih.gov/pubmed/12188980 (LeBlanc et al., 2002)]&lt;ref name=&quot;LeBlancEtAl2002&quot;/&gt; || 
|Link to free download:
[http://teenmentalhealth.org/wp-content/uploads/2014/09/6-KADS.pdf KADS] 
|-
|}

=== Interpreting depression screening measure scores ===
For information on interpreting screening measure scores, click [[Evidence based assessment/Prediction phase#Interpreting screening measure scores|here.]]

==[[Evidence based assessment/Prescription phase|'''Prescription phase''']]==
===Gold standard diagnostic interviews===
* For a list of broad-reaching diagnostic interviews sortable by disorder with PDFs (if applicable), [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prescription_phase&amp;wteswitched=1#Common_Diagnostic_Interviews click here.]

===Diagnostic instruments specific for adolescent depression ===
{| class=&quot;wikitable&quot;
! colspan=&quot;9&quot; |Diagnostic instruments for adolescent depression
|-
!Measure
!Informant
!Parent Version  (Age)
!Youth Version  (Age)
!Format of Item  Administration
!Format of  Response Style
!Cost and Access
!Administration  Time (for full interview in minutes)
!Rater Qualifications and Training
|-
|Child and Adolescent Psychiatric Assessment (CAPA)&lt;ref&gt;{{Cite journal|last=Angold|first=Adrian|last2=Costello|first2=E. Jane|date=2000-1|title=The Child and Adolescent Psychiatric Assessment (CAPA)|url=https://linkinghub.elsevier.com/retrieve/pii/S0890856709660998|journal=Journal of the American Academy of Child &amp; Adolescent Psychiatry|language=en|volume=39|issue=1|pages=39–48|doi=10.1097/00004583-200001000-00015}}&lt;/ref&gt;
|Parent and Child
|9-18
|9-18
|Structured with the option for additional semi-structured inquires
|Close-Ended  (Y/N)

Mix of  Close-Ended (Likert) and Open-Ended
|Information available through the Developmental Epidemiology Center at Duke University
|60-120 
|Bachelor’s degree plus required training by individuals trained on this interview (Angold &amp; Costello, 2000)
|-
|Children’s Interview for Psychiatric Syndromes (ChIPS)&lt;ref&gt;{{Cite journal|last=Weller|first=Elizabeth B.|last2=Weller|first2=Ronald A.|last3=Fristad|first3=Mary A.|last4=Rooney|first4=Marijo Teare|last5=Schecter|first5=Jennifer|date=2000-1|title=Children's Interview for Psychiatric Syndromes (ChIPS)|url=https://linkinghub.elsevier.com/retrieve/pii/S0890856709661037|journal=Journal of the American Academy of Child &amp; Adolescent Psychiatry|language=en|volume=39|issue=1|pages=76–84|doi=10.1097/00004583-200001000-00019}}&lt;/ref&gt;
|Parent or Child
|6-18
|6-18
|Structured with the option for additional semi-structured inquires
|Close-Ended  (Y/N)
|Approximately $90; Available through various retailers
|20-50
|Trained lay person supervised by a licensed clinician. Administration manual includes training materials. (Weller, Weller, Fristad, Rooney, &amp; Schecter,  2000)
|-
|Diagnostic Individual Schedule for Children IV (DISC-IV)&lt;ref&gt;{{Cite journal|last=Shaffer|first=David|last2=Fisher|first2=Prudence|last3=Lucas|first3=Christopher P.|last4=Dulcan|first4=Mina K.|last5=Schwab-Stone|first5=Mary E.|date=2000-1|title=NIMH Diagnostic Interview Schedule for Children Version IV (NIMH DISC-IV): Description, Differences From Previous Versions, and Reliability of Some Common Diagnoses|url=https://linkinghub.elsevier.com/retrieve/pii/S0890856709660986|journal=Journal of the American Academy of Child &amp; Adolescent Psychiatry|language=en|volume=39|issue=1|pages=28–38|doi=10.1097/00004583-200001000-00014}}&lt;/ref&gt;
|Parent or Child
|6-17
|9-17
|Structured
|Close-Ended  (Y/N)
|Ranges from  $150-$2000 per computer installation; Charge for paper version is minimal to  cover copying and mailing expenses; email disc@worldnet.att.net
|90-120
|Lay person with  supervision by a licensed clinician. Training is strongly recommended. Details on training available by contacting [[Mailto:disc@worldnet.att.net|disc@worldnet.att.net]] 

(“NIMH  Diagnostic Interview Schedule for Children Version IV (NIMH DISC-IV):  description, differences from previous versions, and reliability of some... -  PubMed - NCBI,” n.d.)
|-
|[[wikipedia:Kiddie_Schedule_for_Affective_Disorders_and_Schizophrenia|K-SADS-PL 2009]]
|Parent and Child
|6-18
|6-18
|Semi-Structured
|Close-Ended  (Likert) and Open-Ended
|Free for download and use if specific criteria met
|90
|Trained professional; Training is required
|-
|Mini-International  Neuropsychiatric Interview for Children and Adolescents (MINI-KIDS)
|Parent or Child
|6-17
|13-17
|Structured 
|Close-Ended  (Y/N)
|Free for download and use if specific criteria met
|15-50 minutes
|Trained lay person supervised by a licensed clinician. Training by licensed clinician is recommended. 

&lt;nowiki&gt;http://harmresearch.org/index.php/mini-international-neuropsychiatric-interview-mini/&lt;/nowiki&gt;  

(Sheehan et al., 1998)
|-
|[[wikipedia:Patient_Health_Questionnaire|Patient Health Questionnaire 9 (PHQ-9)]] 
|Self
|18+
|
|Self Report 
|Close-Ended (Likert) 
|Free for download and use if specific criteria met
|3-5 minutes
|No training required. Available for free online [https://www.phqscreeners.com/select-screener/36 here]
|}

===Severity scales for adolescent depression===
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
! colspan=&quot;11&quot; |Diagnostic instruments for adolescent d'''epression'''
|-
! Measure
!Informant
! Format (Reporter)
! Age Range
! Administration/
Completion Time
! Interrater Reliability
! Test-Retest Reliability
! Construct Validity
! Content Validity
! Highly Recommended
!Free and Accessible Measures
|-
| Children's Depression Rating Scale - Revised (CDRS-R)
|Parent
| Structured Interview&lt;ref name=&quot;:4&quot;&gt;{{Cite journal|last=Mayes|first=Taryn L.|last2=Bernstein|first2=Ira H.|last3=Haley|first3=Charlotte L.|last4=Kennard|first4=Betsy D.|last5=Emslie|first5=Graham J.|date=2010-12|title=Psychometric Properties of the Children's Depression Rating Scale–Revised in Adolescents|url=https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3003451/|journal=Journal of Child and Adolescent Psychopharmacology|volume=20|issue=6|pages=513–516|doi=10.1089/cap.2010.0063|issn=1044-5463|pmc=PMC3003451|pmid=21186970}}&lt;/ref&gt;
| 6-12
| 15-20 minutes
| G
| A
| G
| G
| X, GATW2
|
* Link to purchase [https://www.wpspublish.com/store/p/2703/cdrs-r-children-s-depression-rating-scale-revised#purchase-product CDRS-R]
*[http://www.opapc.com/uploads/documents/CDRS-R.pdf PDF] (excerpt)
|-
| Children's Depression Inventory 2 (CDI-2)
|Youth and Parent
|Questionnaire
|7-17
|15-20 minutes
|G
|A
|G
|A
| GATW2
|
* Link to purchase [https://www.pearsonassessments.com CDI] 
|-
|Reynolds Child Depression Scale 2 (RCDS-2)
|Youth
|Questionnaire
|7-13
|5-10 minutes
|G&lt;ref&gt;{{Cite journal|last=Figueras Masip|first=Anna|last2=Amador Campos|first2=Juan Antonio|last3=Guàrdia Olmos|first3=Joan|date=2008-11|title=Psychometric properties of the Reynolds Child Depression Scale in community and clinical samples|url=https://www.ncbi.nlm.nih.gov/pubmed/18988449|journal=The Spanish Journal of Psychology|volume=11|issue=2|pages=641–649|issn=1138-7416|pmid=18988449}}&lt;/ref&gt;
|G
|G
|A
|
|
* Link to purchase [https://www.parinc.com/products/pkey/354 RCDS-2]
|-
|Reynolds Adolescent Depression Scale 2 (RADS-2)
|Youth
|Questionnaire
|13-17
|5-10  minutes
|G
|G
|G
|A
|GATW2
|
* Link to purchase [https://www.parinc.com/products/pkey/348 RADS-2] 
|-
|Revised Children's Anxiety and Depression Scale (RCADS)
|Youth
|Questionnaire 
|6-18
|12 minutes
|A
|A
|G
|A
|X
|
* Link to download [https://www.corc.uk.net/outcome-experience-measures/revised-childrens-anxiety-and-depression-scale-and-subscales/ RCADS]
|-
|Schedule for Affective Disorders and Schizophrenia for School Aged Children (K-SADS)
|Youth
|semi-structured interview
|6-18
|~15 minutes
|G
|
|G
|G
|Yes
|
* Link to free download [https://www.kennedykrieger.org/sites/default/files/library/documents/faculty/ksads-dsm-5-screener.pdf]
|}
'''Note:''' '''L''' = Less than adequate; '''A''' = Adequate; '''G''' = Good; '''E''' = Excellent; '''U''' = Unavailable; '''NA''' = Not applicable

==[[Evidence based assessment/Process phase|'''Process phase''']]==
The following section contains a brief overview of treatment options for depression and a list of process and outcome measures for adolescent depression. The section includes benchmarks based on published norms and on mood samples for several outcome and severity measures, as well as information about commonly used process measures. Process and outcome measures are used as part of the [[Evidence based assessment/Process phase|process phase]] of assessment. For more information on differences between process and outcome measures, see the page on the [[Evidence based assessment/Process phase|process phase of assessment]].

=== Process measures ===
{{blockquotetop}}
'''A.  Mood and Energy Thermometer''' 
&amp;nbsp;This is an improved and practical way of monitoring complex mood cycles and daily schedules. Given that some clinicians and patients may get confused about different 1 to 10 scales (e.g., a 10 could mean extreme depression or extreme mania or no depression), the Mood &amp; Energy Thermometer improves the language in communicating (and monitoring) mood. Moreover, many children report their energy levels more accurately than their moods and therefore, energy levels are incorporated into the mood rating. The Mood &amp; Energy Thermometer that was developed at Western Psychiatric Institute and Clinic (WPIC; and used in about 400 kids) rates mania and increased energy on a 1 to 10 scale, rates depression and tiredness on a -1 to -10 scale, and attempts to form a common language between patients, families, and clinicians. This scale also takes into account the amount of time spent depressed or manic; for example, -4 would mean “mild depression” and “mild tiredness” present ≥50% of the time, and -3 would mean “mild depression” and “mild tiredness” present &lt; 50% of the time. The inclusion of measuring energy levels is consistent with the DSM-5, as energy level is now included in the DSM-5 as a main mood symptom criterion. Bipolar track patients (whether they experienced mania, depression, or mixed features) rated their (Q: is the parent rating his/her own moods/energy, or his/her child's?) mood and energy levels every day on this scale, and a master’s-level clinician met with them on a daily basis to help them better identify and record their mood symptoms, which has significant clinical value not only for treatment but also to prevent future episodes.&lt;ref name=&quot;:3&quot;&gt;{{Cite web|url=http://pediatricbipolar.pitt.edu/resources/instruments|title=Instruments {{!}} CABS {{!}} University of Pittsburgh|website=pediatricbipolar.pitt.edu|language=en|access-date=2018-05-31}}&lt;/ref&gt;

*[https://mfr.osf.io/render?url=https://osf.io/p4a8s/?action=download%26mode=render Mood and Energy Thermometer]&lt;ref name=&quot;:3&quot; /&gt;

*[https://mfr.osf.io/render?url=https://osf.io/upe2a/?action=download%26mode=render Mood and Energy Thermometer with Anger and Anxiety (with recording/monitoring card)]&lt;ref name=&quot;:3&quot; /&gt;

*[https://mfr.osf.io/render?url=https://osf.io/d2fge/?action=download%26mode=render Mood and Energy Thermometer with Anger and Anxiety - Simplified Version]&lt;ref name=&quot;:3&quot; /&gt;
'''B.  Life Charts'''
* To learn more about how life charts can be used with adolescent depression, [http://www.bipolarnews.org/Life%20Charting%20Description.htm see here]
* [https://mfr.osf.io/render?url=https://osf.io/amq6k/?action=download%26mode=render Life Charts for Depression and Bipolar]
{{blockquotebottom}}
=== Outcome and severity measures ===
* This table includes clinically significant benchmarks for '''Depression in Youth''' specific outcome measures
* Information on how to interpret this table can be [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Process_phase found here].
* Additionally, these [[Evidence based assessment/Vignettes|vignettes]] might be helpful resources for understanding appropriate adaptations of outcome measures in practice.
*''&lt;u&gt;For clinically significant change benchmarks for the CBCL, YSR, and TRF total, externalizing, internalizing, and attention benchmarks,&lt;/u&gt;'' [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Process_phase&amp;wteswitched=1#Clinically_significant_change_benchmarks_for_widely-used_outcome_measures see here.]
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
| colspan=&quot;8&quot; |'''Clinically significant change benchmarks with common instruments for adolescent depression'''
|-
| rowspan=&quot;1&amp;quot;&quot; style=&quot;text-align:center;font-size:130%;&quot; | &lt;b&gt; Measure&lt;/b&gt;
| style=&quot;text-align:center;font-size:130%;&quot; | &lt;b&gt;Subscale&lt;/b&gt;
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:130%&quot; width=&quot;300&quot; | &lt;b&gt; Cut-off scores&lt;/b&gt;
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:120%&quot; | &lt;b&gt; Critical Change &lt;br&gt; (unstandardized scores)&lt;/b&gt;
|-
| colspan=&quot;8&quot;  span style=&quot;font-size:110%; text-align:center;&quot; | &lt;b&gt; Benchmarks Based on Published Norms &lt;/b&gt;
|-
| colspan=&quot;2&quot; |
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; A&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; B&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; C&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; 95%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; 90%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; SE&lt;sub&gt;difference&lt;/sub&gt;&lt;/b&gt;
|-
| rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | &lt;b&gt;Beck Depression Inventory-II&lt;/b&gt;
| style=&quot;text-align:center;&quot;|
| style=&quot;text-align:center;&quot;| 4
| style=&quot;text-align:center;&quot;| 22
| style=&quot;text-align:center;&quot;| 15
| style=&quot;text-align:center;&quot;| 9
| style=&quot;text-align:center;&quot;| 8
| style=&quot;text-align:center;&quot;| 4.8
|-
| rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | &lt;b&gt; CBCL T-scores &lt;br&gt; (2001 Norms)&lt;/b&gt;
| style=&quot;text-align:right;&quot; | &lt;i&gt; Total&lt;/i&gt;
| style=&quot;text-align:center;&quot;| 49
| style=&quot;text-align:center;&quot;| 70
| style=&quot;text-align:center;&quot;| 58
| style=&quot;text-align:center;&quot;| 5
| style=&quot;text-align:center;&quot;| 4
| style=&quot;text-align:center;&quot;| 2.4
|-
| colspan=&quot;8&quot;  span style=&quot;font-size:110%; text-align:center;&quot; | &lt;b&gt; Benchmarks Based on Mood Samples &lt;/b&gt;
|-
| colspan=&quot;8&quot;  span style=&quot;font-size:100%; text-align:center;&quot; | &lt;b&gt;[http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.198.9176&amp;rep=rep1&amp;type=pdf Gracious et al., 2002]&lt;ref&gt;{{cite journal|last1=Gracious|first1=BL|last2=Youngstrom|first2=EA|last3=Findling|first3=RL|last4=Calabrese|first4=JR.|title=Discriminative validity of a parent version of the Young Mania Rating Scale.|journal=Journal of American Academy of Child and Adolescent Psychiatry|date=November 2002|volume=41|issue=11|url=http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.198.9176&amp;rep=rep1&amp;type=pdf|accessdate=10 February 2014}}&lt;/ref&gt;&lt;/b&gt;
|-
| rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | &lt;b&gt; Young Mania Rating Scale - Parent &lt;br&gt; (Full)&lt;/b&gt;
| style=&quot;text-align:center;&quot;| n/a
| style=&quot;text-align:center;&quot;| 5.2
| style=&quot;text-align:center;&quot;| 22.1
| style=&quot;text-align:center;&quot;| 14.4
| style=&quot;text-align:center;&quot;| 4.3
| style=&quot;text-align:center;&quot;| 3.6
| style=&quot;text-align:center;&quot;| 2
|-
| rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | &lt;b&gt; Young Mania Rating Scale - Parent &lt;br&gt; (Brief)&lt;/b&gt;
| style=&quot;text-align:center;&quot;| n/a
| style=&quot;text-align:center;&quot;| 6.8
| style=&quot;text-align:center;&quot;| 27.4
| style=&quot;text-align:center;&quot;| 17.5
| style=&quot;text-align:center;&quot;| 5
| style=&quot;text-align:center;&quot;| 4.2
| style=&quot;text-align:center;&quot;| 2.5
|}

'''4.1.b – Beck Depression Inventory- II, ages 13 and up'''&lt;ref&gt;'''Beck AT''', '''Steer RA''', '''Brown G'''. '''1996'''. ''Beck Depression Inventory''. San Antonio, TX: Harcourt Brace Educ. Meas. 2nd ed.&lt;/ref&gt;

'''4.1.c – KSADS Depression Rating Scale (Axelson, 2006)'''

'''4.1.d – Children’s Depression Rating Scale-Revised (CDRS-R; Elva et al., 1996)'''

'''4.1.e – Children’s Depression Inventory, ages 7-17 (CDI; Kovacs, 1992)'''

=== Treatment ===
For treatment of depression in youth, there are two main types of treatment: psychosocial interventions and medication. There has been significant controversy over the use of psychotropic medications with children and many studies have looked at the efficacy of medication, psychosocial interventions, or a combination of both.

One of the most effective treatments for depression in youth is psychosocial interventions, which has been shown to lead to substantial reduction in symptoms for children and adolescents. A recent meta-analysis found that psychosocial interventions had an effect size of 1.14 and the reduction in depressive symptoms was maintained over time. On the other hand, the meta-analysis reported that pharmacological treatments did not lead to significant symptom reduction and had an effect size of 0.19.&lt;ref&gt;{{Cite journal|last=Michael|first=Kurt D|last2=Crowley|first2=Susan L|title=How effective are treatments for child and adolescent depression?|url=https://doi.org/10.1016/S0272-7358(01)00089-7|journal=Clinical Psychology Review|volume=22|issue=2|pages=247–269|doi=10.1016/s0272-7358(01)00089-7}}&lt;/ref&gt; Additionally, medications such as Selective Serotonin Reuptake Inhibitors (SSRIs) have presented concerns about increasing suicidality and harmful behavior.&lt;ref&gt;{{Cite journal|last=Jane Garland|first=E.|last2=Kutcher|first2=Stan|last3=Virani|first3=Adil|last4=Elbe|first4=Dean|date=2016|title=Update on the Use of SSRIs and SNRIs with Children and Adolescents in Clinical Practice|url=https://www.ncbi.nlm.nih.gov/pubmed/27047551|journal=Journal of the Canadian Academy of Child and Adolescent Psychiatry = Journal De l'Academie Canadienne De Psychiatrie De L'enfant Et De L'adolescent|volume=25|issue=1|pages=4–10|issn=1719-8429|pmc=PMC4791100|pmid=27047551}}&lt;/ref&gt; One of the most commonly used psychosocial interventions is cognitive behavioral therapy, which consists of individual or group sessions in which the provider helps the client address cognitive distortions and maladaptive thinking patterns that contribute to the maintenance of depressive thoughts.&lt;ref&gt;{{Cite journal|last=Driessen|first=Ellen|last2=Hollon|first2=Steven D.|title=Cognitive Behavioral Therapy for Mood Disorders: Efficacy, Moderators and Mediators|url=http://linkinghub.elsevier.com/retrieve/pii/S0193953X1000047X|journal=Psychiatric Clinics of North America|volume=33|issue=3|pages=537–555|doi=10.1016/j.psc.2010.04.005}}&lt;/ref&gt;

* Please refer to the page on adolescent [https://www.aacap.org/aacap/Families_and_Youth/Resource_Centers/Depression_Resource_Center/Home.aspx depression] for more information on available treatment for adolescent depression or go to [http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/sadness-hopelessness-and-depression/ Effective Child Therapy] for a curated resource on effective treatments for adolescent depression.

=='''External Resources'''==

# [http://apps.who.int/classifications/icd10/browse/2010/en#/F33 ICD-10 diagnostic criteria]
# [https://en.wikiversity.org/w/index.php?title=Helping_Give_Away_Psychological_Science/Resources/Annotated_List_of_Where_and_How_to_Find_a_Therapist&amp;wteswitched=1#Other_low-cost_options Find-a-Therapist] (a curated list of find-a-therapist websites where you can find a provider)
# [https://www.nimh.nih.gov/health/publications/teen-depression/index.shtml NIMH] (information about adolescent depression)
# [https://www.hopkinsmedicine.org/psychiatry/specialty_areas/moods/ADAP/docs/ADAP-Booklet_FINAL.pdf John's Hopkins Resource Guide] (a guide about adolescent depression, treatment, and more)
# OMIM (Online Mendelian Inheritance in Man)
## [https://www.omim.org/entry/608516 608516]
## [https://www.omim.org/entry/608520 608520]
## [https://www.omim.org/entry/608691 608691]
# [https://emedicine.medscape.com/article/286759-overview eMedicine entry for adult depression]
#[http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/sadness-hopelessness-and-depression/ Effective Child Therapy]
##Effective Child Therapy is a website sponsored by Division 53 of the American Psychological Association (APA), or The [https://sccap53.org Society of Clinical Child and Adolescent Psychology] (SCCAP), in collaboration with the Association for Behavioral and Cognitive Therapies (ABCT). Use for information on symptoms and available treatments.

== '''References''' ==
{{collapse top|Click here for references}}
{{Reflist|30em}}

[[Category:Psychological disorder portfolios|{{SUBPAGENAME}}]]
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        <username>JBondareva3x7</username>
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{{medical disclaimer}}
{{:{{BASEPAGENAME}}/Sidebar}}
==[[Evidence based assessment/Portfolio template/What is a &quot;portfolio&quot;|'''What is a &quot;portfolio&quot;?''']]==
For background information on what assessment portfolios are, click the link in the heading above.

Want even '''more''' information about this topic? There's an extended version of this page [[Evidence-based assessment/Depression in youth (assessment portfolio)/extended version|here]].

==[[Evidence based assessment/Preparation phase|'''Preparation phase''']]==

===Diagnostic criteria for depression in youth ===
{{blockquotetop}}'''ICD-11 Diagnostic Criteria'''
*Depressive Disorders
**Depressive disorders are characterized by depressive mood (e.g., sad, irritable, empty) or loss of pleasure accompanied by other cognitive, behavioural, or neurovegetative symptoms that significantly affect the individual’s ability to function. A depressive disorder should not be diagnosed in individuals who have ever experienced a manic, mixed or hypomanic episode, which would indicate the presence of a bipolar disorder.
*Single Episode Depressive Disorder
**Single episode depressive disorder is characterized by the presence or history of one depressive episode when there is no history of prior depressive episodes. A depressive episode is characterized by a period of almost daily depressed mood or diminished interest in activities lasting at least two weeks accompanied by other symptoms such as difficulty concentrating, feelings of worthlessness or excessive or inappropriate guilt, hopelessness, recurrent thoughts of death or suicide, changes in appetite or sleep, psychomotor agitation or retardation, and reduced energy or fatigue. There have never been any prior manic, hypomanic, or mixed episodes, which would indicate the presence of a bipolar disorder.
***Note: The ICD-11 lists 10 additional subcategories of single episode depressive disorder. They can be found [https://icd.who.int/browse11/l-m/en#/http%3a%2f%2fid.who.int%2ficd%2fentity%2f578635574 here].
*Recurrent Depressive Disorder
**Recurrent depressive disorder is characterized by a history or at least two depressive episodes separated by at least several months without significant mood disturbance. A depressive episode is characterized by a period of almost daily depressed mood or diminished interest in activities lasting at least two weeks accompanied by other symptoms such as difficulty concentrating, feelings of worthlessness or excessive or inappropriate guilt, hopelessness, recurrent thoughts of death or suicide, changes in appetite or sleep, psychomotor agitation or retardation, and reduced energy or fatigue. There have never been any prior manic, hypomanic, or mixed episodes, which would indicate the presence of a Bipolar disorder.
***Note: The ICD-11 lists 10 additional subcategories of recurrent depressive disorder. They can be found [https://icd.who.int/browse11/l-m/en#/http%3a%2f%2fid.who.int%2ficd%2fentity%2f1194756772 here].
*Dysthymic Disorder
**Dysthymic disorder is characterized by a persistent depressive mood (i.e., lasting 2 years or more), for most of the day, for more days than not. In children and adolescents depressed mood can manifest as pervasive irritability.The depressed mood is accompanied by additional symptoms such as markedly diminished interest or pleasure in activities, reduced concentration and attention or indecisiveness, low self-worth or excessive or inappropriate guilt, hopelessness about the future, disturbed sleep or increased sleep, diminished or increased appetite, or low energy or fatigue. During the first 2 years of the disorder, there has never been a 2-week period during which the number and duration of symptoms were sufficient to meet the diagnostic requirements for a Depressive Episode. There is no history of Manic, Mixed, or Hypomanic Episodes.
*Mixed Depressive and Anxiety Disorder
**Mixed depressive and anxiety disorder is characterized by symptoms of both anxiety and depression more days than not for a period of two weeks or more. Neither set of symptoms, considered separately, is sufficiently severe, numerous, or persistent to justify a diagnosis of a depressive episode, dysthymia or an anxiety and fear-related disorder. Depressed mood or diminished interest in activities must be present accompanied by additional depressive symptoms as well as multiple symptoms of anxiety. The symptoms result in significant distress or significant impairment in personal, family, social, educational, occupational or other important areas of functioning. There have never been any prior manic, hypomanic, or mixed episodes, which would indicate the presence of a bipolar disorder.
#
==== Changes in DSM-5 ====
* The diagnostic criteria for depressive disorders changed slightly from  [[DSM-IV]] to [[w:Diagnostic_and_Statistical_Manual_of_Mental_Disorders#DSM-IV-TR_.282000.29|DSM-5-TR]]. Summaries are available [https://psychiatry.org/psychiatrists/practice/dsm/updates-to-dsm/updates-to-dsm-5-tr-criteria-text here] and [[w:DSM-5|here]].
{{blockquotebottom}}

===Base rates of adolescent depression in different clinical settings===
This section describes the demographic setting of the population(s) sampled, base rates of diagnosis, country/region sampled, and the diagnostic method that was used. Using this information, clinicians will be able to anchor the rates of adolescent depression that they are likely to see in their clinical practices.

* '''''To find prevalence rates across multiple disorders,''''' [[Evidence based assessment/Preparation phase#Base rates for transdiagnostic comparison|click here.]]

{| class=&quot;wikitable&quot;
|-
! Demography 
! Setting !! Base Rate !! Diagnostic Method
!Best Recommended For
|-
| French general practitioner network 
| Children and adolescents attending primary care&lt;ref name=&quot;MathetEtAl2002&quot;&gt;{{cite journal|last1=Mathet|first1=F|last2=Martin-Guehl|first2=C|last3=Maurice-Tison|first3=S|last4=Bouvard|first4=MP|date=2002|title=Prevalence of depressive disorders in children and adolescents attending primary care. A survey with the Aquitaine Sentinelle Network.|journal=L'Encephale|volume=29|issue=5|pages=391-400|pmid=14615688}}&lt;/ref&gt; (2002) || 5.0% || CES-D, CBCL, Kiddie Schedule for Affective Disorders and Schizophrenia - Present and Lifetime Version (KSADS-PL) &lt;sup&gt;y&lt;/sup&gt;
|
|-
| All of U.S.A. 
| National Comorbidity Survey-Adolescent (ages 13-18)&lt;ref name=&quot;MerikangasEtAl2010&quot;&gt;{{cite journal|last1=Merikangas|first1=KR|last2=He|first2=JP|last3=Burstein|first3=M|last4=Swanson|first4=SA|last5=Avenevoli|first5=S|last6=Cui|first6=L|last7=Benjet|first7=C|last8=Georgiades|first8=K|last9=Swendsen|first9=J|date=October 2010|title=Lifetime prevalence of mental disorders in U.S. adolescents: results from the National Comorbidity Survey Replication--Adolescent Supplement (NCS-A).|journal=Journal of the American Academy of Child and Adolescent Psychiatry|volume=49|issue=10|pages=980-9|pmid=20855043}}&lt;/ref&gt; (2010) || 6.9%-15.4% || National Comorbidity Survey-Adolescent (NCS-A) Interview Schedule &lt;sup&gt;p, y&lt;/sup&gt;
|
|-
| North Carolina 
| Great Smoky Mountains Study: Community Sample (ages 9-13) (1997)&lt;ref name=&quot;CostelloEtAl1997&quot;&gt;{{cite journal|last1=Costello|first1=EJ|last2=Farmer|first2=EM|last3=Angold|first3=A|last4=Burns|first4=BJ|last5=Erkanli|first5=A|date=May 1997|title=Psychiatric disorders among American Indian and white youth in Appalachia: the Great Smoky Mountains Study.|journal=American journal of public health|volume=87|issue=5|pages=827-32|pmid=9184514}}&lt;/ref&gt;|| .03-1.45% || CAPA = Child and Adolescent Psychiatric Assessment&lt;ref&gt;{{Cite journal|last=Angold|first=A.|last2=Costello|first2=E. J.|date=2000-1|title=The Child and Adolescent Psychiatric Assessment (CAPA)|url=https://www.ncbi.nlm.nih.gov/pubmed/10638066|journal=Journal of the American Academy of Child and Adolescent Psychiatry|volume=39|issue=1|pages=39–48|doi=10.1097/00004583-200001000-00015|issn=0890-8567|pmid=10638066}}&lt;/ref&gt;
|
|-
| All of U.S.A. 
| Acute psychiatric hospitalizations in 2009-2010 children (under the age of 15) (Blader &amp; Carlson, 2010) || 13% || Centers for Disease Control survey of discharge diagnoses
|
|-
| Northwestern U.S.A. high school 
| High school students (1993)&lt;ref name=&quot;LewinsohnEtAl1993&quot;&gt;{{cite journal|last1=Lewinsohn|first1=PM|last2=Hops|first2=H|last3=Roberts|first3=RE|last4=Seeley|first4=JR|last5=Andrews|first5=JA|date=February 1993|title=Adolescent psychopathology: I. Prevalence and incidence of depression and other DSM-III-R disorders in high school students.|journal=Journal of abnormal psychology|volume=102|issue=1|pages=133-44|pmid=8436689}}&lt;/ref&gt;|| 9.6% || KSADS
|
|-
| All of U.S.A. 
| Gender differences, males and females, respectively (2010)&lt;ref name=&quot;MerikangasEtAl2010&quot; /&gt;|| 7.5%-15% || NCS-A Interview Schedule &lt;sup&gt;p, y &lt;/sup&gt;
|
|-
| Varied 
| Meta-analysis, adolescents 13 to 18 years (2006)&lt;ref name=&quot;CostelloEtAl2006&quot;&gt;{{cite journal|last1=Costello|first1=EJ|last2=Erkanli|first2=A|last3=Angold|first3=A|date=December 2006|title=Is there an epidemic of child or adolescent depression?|journal=Journal of child psychology and psychiatry, and allied disciplines|volume=47|issue=12|pages=1263-71|pmid=17176381}}&lt;/ref&gt;|| 5.7% || DISC, CIDI, SDI, K-SADS, CAS, CAPA, IOW, DAWBA
|
|-
| All of U.S.A. 
| National Comorbidity Survey-Adolescent Supplement (NCS-A) (2015)&lt;ref name=&quot;AvenevoliEtAl2015&quot;&gt;{{cite journal|last1=Avenevoli|first1=S|last2=Swendsen|first2=J|last3=He|first3=JP|last4=Burstein|first4=M|last5=Merikangas|first5=KR|date=January 2015|title=Major depression in the national comorbidity survey-adolescent supplement: prevalence, correlates, and treatment.|journal=Journal of the American Academy of Child and Adolescent Psychiatry|volume=54|issue=1|pages=37-44.e2|pmid=25524788}}&lt;/ref&gt;|| 11.0% || CIDI 
|
|-
| American middle school 
| Ethnically diverse sample of middle school (Grades 6-8) students (1997)&lt;ref name=&quot;RobertsEtAl1997&quot;&gt;{{cite journal|last1=Roberts|first1=RE|last2=Roberts|first2=CR|last3=Chen|first3=YR|date=February 1997|title=Ethnocultural differences in prevalence of adolescent depression.|journal=American journal of community psychology|volume=25|issue=1|pages=95-110|pmid=9231998}}&lt;/ref&gt;|| 1.9% (Chinese descent) to 6.6% (Mexican descent) || DISC
|
|-
|American public school
|High school freshman in public school (2009)&lt;ref&gt;{{Cite journal|last=Goyal|first=Sunil|last2=Srivastava|first2=Kalpana|last3=Bansal|first3=Vivek|date=2009-01-01|title=Study of prevalence of depression in adolescent students of a public school|url=http://www.industrialpsychiatry.org/text.asp?2009/18/1/43/57859|journal=Industrial Psychiatry Journal|language=en|volume=18|issue=1|doi=10.4103/0972-6748.57859}}&lt;/ref&gt;
|18.4%
|GHQ-12 and BDI
|
|-
|Cross-sectional sample of socioeconomic groups
|Adolescents 12-17 (2016)&lt;ref&gt;{{Cite journal|last=Mojtabai|first=Ramin|last2=Olfson|first2=Mark|last3=Han|first3=Beth|date=2016-12-01|title=National Trends in the Prevalence and Treatment of Depression in Adolescents and Young Adults|url=http://pediatrics.aappublications.org/content/138/6/e20161878|journal=Pediatrics|language=en|volume=138|issue=6|pages=e20161878|doi=10.1542/peds.2016-1878|issn=0031-4005|pmid=27940701}}&lt;/ref&gt;
|increased from 8.7% in 2005 to 11.3% in 2014 
|NCS-Replication
|
|-
|Epidemiological (CDC)
|
|2.1%&lt;ref name=&quot;:02&quot;&gt;{{Cite journal|last=Perou|first=Ruth|last2=Bitsko|first2=Rebecca H.|last3=Blumberg|first3=Stephen J.|last4=Pastor|first4=Patricia|last5=Ghandour|first5=Reem M.|last6=Gfroerer|first6=Joseph C.|last7=Hedden|first7=Sarra L.|last8=Crosby|first8=Alex E.|last9=Visser|first9=Susanna N.|date=2013-05-17|title=Mental health surveillance among children--United States, 2005-2011|url=https://www.ncbi.nlm.nih.gov/pubmed/23677130|journal=MMWR supplements|volume=62|issue=2|pages=1–35|issn=2380-8942|pmid=23677130}}&lt;/ref&gt;
|
|
|}

&lt;sup&gt;p&lt;/sup&gt;:Parent interviewed as component of diagnostic assessment; &lt;sup&gt;y&lt;/sup&gt;:youth interviewed as part of diagnostic assessment.

==[[Evidence based assessment/Prediction phase|'''Prediction phase''']]==

=== Psychometric properties of screening instruments for adolescent depression ===
The following section contains a list of screening and diagnostic instruments for adolescent depression. The section includes administration information, psychometric data, and PDFs or links to the screenings. 
* Screenings are used as part of the [[Evidence based assessment/Prediction phase|prediction phase]] of assessment; for more information on interpretation of this data, or how screenings fit in to the assessment process, [[Evidence based assessment/Prediction phase|'''click here''']]. 
* '''''For a list of more broadly-reaching screening instruments, [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prediction_phase&amp;wteswitched=1#Common_screening_instruments click here.]'''''

{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
! colspan=&quot;5&quot; |Screening instruments for adolescent depression
|-
! Measure
! Format (Reporter)
! Age Range
! Administration/
Completion Time
!Where to Access
|-
|[[wikipedia:The_Mood_and_Feelings_Questionnaire|Mood and Feelings Questionnaire]] (MFQ) 
| Self-report
| 6-17
| 5-10 minutes&lt;ref&gt;{{Cite web|url=http://www.cebc4cw.org/assessment-tool/mood-and-feelings-questionnaire-mfq/|title=CEBC » Assessment Tool › Mood And Feelings Questionnaire Mfq|website=www.cebc4cw.org|language=en|accessdate=2018-03-01}}&lt;/ref&gt;
|
* [https://mfr.osf.io/render?url=https://osf.io/enx4b/?action=download%26mode=render Child Self Report - long version]
* [https://mfr.osf.io/render?url=https://osf.io/mcg5w/?action=download%26mode=render Child Self Report - short version]
* [https://mfr.osf.io/render?url=https://osf.io/cw27p/?action=download%26mode=render Parent Report on Child - long version]
* [https://mfr.osf.io/render?url=https://osf.io/kybr4/?action=download%26mode=render Parent Report on Child - short version]
* [https://mfr.osf.io/render?url=https://osf.io/sb5xw/?action=download%26mode=render Adult Self-Report - long version]
* [https://mfr.osf.io/render?url=https://osf.io/xa7v6/?action=download%26mode=render Adult Self-Report - short version]
|-
|Revised Children’s Anxiety and Depression Scale (RCADS) &lt;ref&gt;{{Cite journal|last=Ebesutani|first=Chad|last2=Reise|first2=Steven P.|last3=Chorpita|first3=Bruce F.|last4=Ale|first4=Chelsea|last5=Regan|first5=Jennifer|last6=Young|first6=John|last7=Higa-McMillan|first7=Charmaine|last8=Weisz|first8=John R.|date=2012|title=The Revised Child Anxiety and Depression Scale-Short Version: Scale reduction via exploratory bifactor modeling of the broad anxiety factor.|url=http://doi.apa.org/getdoi.cfm?doi=10.1037/a0027283|journal=Psychological Assessment|language=en|volume=24|issue=4|pages=833–845|doi=10.1037/a0027283|issn=1939-134X}}&lt;/ref&gt;
|Questionnaire (Child)
|6-18
|12 minutes
|
*[http://www.corc.uk.net/outcome-experience-measures/revised-childrens-anxiety-and-depression-scale-and-subscales/ RCADS homepage]

'''PDFs for RCADS'''

*[https://mfr.osf.io/render?url=https://osf.io/s3fu2/?action=download%26mode=render RCADS Child Self-reported (8-18 years)]
*[https://mfr.osf.io/render?url=https://osf.io/fp9mk/?action=download%26mode=render RCADS Parent-reported]
*[https://mfr.osf.io/render?url=https://osf.io/vy7ta/?action=download%26mode=render Child Scoring Aid]
*[https://mfr.osf.io/render?url=https://osf.io/t4bz6/?action=download%26mode=render Parent Scoring Aid]

'''Subscales'''

*[https://mfr.osf.io/render?url=https://osf.io/za8we/?action=download%26mode=render Depression Self-reported]

*[https://mfr.osf.io/render?url=https://osf.io/nezbk/?action=download%26mode=render Depression Parent-reported]

'''Translations'''

'''[https://mfr.osf.io/render?url=https://osf.io/qsjh9/?action=download%26mode=render User Guide]'''
|}

'''Note:''' L = Less than adequate; A = Adequate; G = Good; E = Excellent; U = Unavailable; NA = Not applicable

=== Likelihood ratios and AUCs of screening measures for adolescent depression ===
{| class=&quot;wikitable sortable&quot;
|-
! Screening Measure (Primary Reference) !! AUC !! LR+ (score) !! LR- (score) !! Citation !! Clinical Generalizability
!Download
|- 
|WHO-Five Well-being Index (WHO-5) [http://www.ncbi.nlm.nih.gov/pubmed/12830302 3]&lt;ref name=&quot;BechEtAl2003&quot;&gt;{{cite journal|last1=Bech|first1=P|last2=Olsen|first2=LR|last3=Kjoller|first3=M|last4=Rasmussen|first4=NK|title=Measuring well-being rather than the absence of distress symptoms: a comparison of the SF-36 Mental Health subscale and the WHO-Five Well-Being Scale.|journal=International journal of methods in psychiatric research|date=2003|volume=12|issue=2|pages=85-91|pmid=12830302}}&lt;/ref&gt;|| .885 (N=294) || 4.40 (raw score 11+) || .15 (raw score ≤) || [http://www.ncbi.nlm.nih.gov/pubmed/25800246 (Christensen et al., 2015)]&lt;ref name=&quot;ChristensenEtAl2015&quot;&gt;{{cite journal|last1=Christensen|first1=KS|last2=Haugen|first2=W|last3=Sirpal|first3=MK|last4=Haavet|first4=OR|title=Diagnosis of depressed young people--criterion validity of WHO-5 and HSCL-6 in Denmark and Norway.|journal=Family practice|date=June 2015|volume=32|issue=3|pages=359-63|pmid=25800246}}&lt;/ref&gt; || General sample of adolescents from Norway and Denmark 
|Link to free download:

[https://www.psykiatri-regionh.dk/who-5/Documents/WHO5_English.pdf WHO-5]
|-
|Hopkins Symptom Checklist-10 (HSCL-10) (short version of SCL-90)&lt;ref name=&quot;HaavetEtAl2007&quot;&gt;{{cite journal|last1=Haavet|first1=OR|last2=Christensen|first2=KS|last3=Sirpal|first3=MK|last4=Haugen|first4=W|title=Diagnosis of depression among adolescents--a clinical validation study of key questions and questionnaire.|journal=BMC family practice|date=13 July 2007|volume=8|pages=41|pmid=17626643}}&lt;/ref&gt; || .8862 (N=294) || Boys: 7.2, Girls:3.2 (raw score 16/10) || Boys:.14, Girls:.17 (raw score ≤) || [http://www.ncbi.nlm.nih.gov/pubmed/20937663 (Haavet et al., 2011)]&lt;ref name=&quot;HaavetEtAl2011&quot;&gt;{{cite journal|last1=Haavet|first1=OR|last2=Sirpal|first2=MK|last3=Haugen|first3=W|last4=Christensen|first4=KS|title=Diagnosis of depressed young people in primary health care--a validation of HSCL-10.|journal=Family practice|date=April 2011|volume=28|issue=2|pages=233-7|pmid=20937663}}&lt;/ref&gt; || General sample of adolescents from Norway and Denmark 
|
|-
|6-item Kutcher Adolescent Depression Scale (KADS)&lt;ref name=&quot;LeBlancEtAl2002&quot;&gt;{{cite journal|last1=LeBlanc|first1=JC|last2=Almudevar|first2=A|last3=Brooks|first3=SJ|last4=Kutcher|first4=S|title=Screening for adolescent depression: comparison of the Kutcher Adolescent Depression Scale with the Beck depression inventory.|journal=Journal of child and adolescent psychopharmacology|date=2002|volume=12|issue=2|pages=113-26|pmid=12188980}}&lt;/ref&gt; || .89 (N=309) || 3.17 (raw score 6) || .11 (raw score ≤) || [http://www.ncbi.nlm.nih.gov/pubmed/12188980 (LeBlanc et al., 2002)]&lt;ref name=&quot;LeBlancEtAl2002&quot;/&gt; || 
|Link to free download:
[http://teenmentalhealth.org/wp-content/uploads/2014/09/6-KADS.pdf KADS] 
|-
|}

=== Interpreting depression screening measure scores ===
For information on interpreting screening measure scores, click [[Evidence based assessment/Prediction phase#Interpreting screening measure scores|here.]]

==[[Evidence based assessment/Prescription phase|'''Prescription phase''']]==
===Gold standard diagnostic interviews===
* For a list of broad-reaching diagnostic interviews sortable by disorder with PDFs (if applicable), [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prescription_phase&amp;wteswitched=1#Common_Diagnostic_Interviews click here.]

===Diagnostic instruments specific for adolescent depression ===
{| class=&quot;wikitable&quot;
! colspan=&quot;9&quot; |Diagnostic instruments for adolescent depression
|-
!Measure
!Informant
!Parent Version  (Age)
!Youth Version  (Age)
!Format of Item  Administration
!Format of  Response Style
!Cost and Access
!Administration  Time (for full interview in minutes)
!Rater Qualifications and Training
|-
|Child and Adolescent Psychiatric Assessment (CAPA)&lt;ref&gt;{{Cite journal|last=Angold|first=Adrian|last2=Costello|first2=E. Jane|date=2000-1|title=The Child and Adolescent Psychiatric Assessment (CAPA)|url=https://linkinghub.elsevier.com/retrieve/pii/S0890856709660998|journal=Journal of the American Academy of Child &amp; Adolescent Psychiatry|language=en|volume=39|issue=1|pages=39–48|doi=10.1097/00004583-200001000-00015}}&lt;/ref&gt;
|Parent and Child
|9-18
|9-18
|Structured with the option for additional semi-structured inquires
|Close-Ended  (Y/N)

Mix of  Close-Ended (Likert) and Open-Ended
|Information available through the Developmental Epidemiology Center at Duke University
|60-120 
|Bachelor’s degree plus required training by individuals trained on this interview (Angold &amp; Costello, 2000)
|-
|Children’s Interview for Psychiatric Syndromes (ChIPS)&lt;ref&gt;{{Cite journal|last=Weller|first=Elizabeth B.|last2=Weller|first2=Ronald A.|last3=Fristad|first3=Mary A.|last4=Rooney|first4=Marijo Teare|last5=Schecter|first5=Jennifer|date=2000-1|title=Children's Interview for Psychiatric Syndromes (ChIPS)|url=https://linkinghub.elsevier.com/retrieve/pii/S0890856709661037|journal=Journal of the American Academy of Child &amp; Adolescent Psychiatry|language=en|volume=39|issue=1|pages=76–84|doi=10.1097/00004583-200001000-00019}}&lt;/ref&gt;
|Parent or Child
|6-18
|6-18
|Structured with the option for additional semi-structured inquires
|Close-Ended  (Y/N)
|Approximately $90; Available through various retailers
|20-50
|Trained lay person supervised by a licensed clinician. Administration manual includes training materials. (Weller, Weller, Fristad, Rooney, &amp; Schecter,  2000)
|-
|Diagnostic Individual Schedule for Children IV (DISC-IV)&lt;ref&gt;{{Cite journal|last=Shaffer|first=David|last2=Fisher|first2=Prudence|last3=Lucas|first3=Christopher P.|last4=Dulcan|first4=Mina K.|last5=Schwab-Stone|first5=Mary E.|date=2000-1|title=NIMH Diagnostic Interview Schedule for Children Version IV (NIMH DISC-IV): Description, Differences From Previous Versions, and Reliability of Some Common Diagnoses|url=https://linkinghub.elsevier.com/retrieve/pii/S0890856709660986|journal=Journal of the American Academy of Child &amp; Adolescent Psychiatry|language=en|volume=39|issue=1|pages=28–38|doi=10.1097/00004583-200001000-00014}}&lt;/ref&gt;
|Parent or Child
|6-17
|9-17
|Structured
|Close-Ended  (Y/N)
|Ranges from  $150-$2000 per computer installation; Charge for paper version is minimal to  cover copying and mailing expenses; email disc@worldnet.att.net
|90-120
|Lay person with  supervision by a licensed clinician. Training is strongly recommended. Details on training available by contacting [[Mailto:disc@worldnet.att.net|disc@worldnet.att.net]] 

(“NIMH  Diagnostic Interview Schedule for Children Version IV (NIMH DISC-IV):  description, differences from previous versions, and reliability of some... -  PubMed - NCBI,” n.d.)
|-
|[[wikipedia:Kiddie_Schedule_for_Affective_Disorders_and_Schizophrenia|K-SADS-PL 2009]]
|Parent and Child
|6-18
|6-18
|Semi-Structured
|Close-Ended  (Likert) and Open-Ended
|Free for download and use if specific criteria met
|90
|Trained professional; Training is required
|-
|Mini-International  Neuropsychiatric Interview for Children and Adolescents (MINI-KIDS)
|Parent or Child
|6-17
|13-17
|Structured 
|Close-Ended  (Y/N)
|Free for download and use if specific criteria met
|15-50 minutes
|Trained lay person supervised by a licensed clinician. Training by licensed clinician is recommended. 

&lt;nowiki&gt;http://harmresearch.org/index.php/mini-international-neuropsychiatric-interview-mini/&lt;/nowiki&gt;  

(Sheehan et al., 1998)
|-
|[[wikipedia:Patient_Health_Questionnaire|Patient Health Questionnaire 9 (PHQ-9)]] 
|Self
|18+
|
|Self Report 
|Close-Ended (Likert) 
|Free for download and use if specific criteria met
|3-5 minutes
|No training required. Available for free online [https://www.phqscreeners.com/select-screener/36 here]
|}

===Severity scales for adolescent depression===
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
! colspan=&quot;11&quot; |Diagnostic instruments for adolescent d'''epression'''
|-
! Measure
!Informant
! Format (Reporter)
! Age Range
! Administration/
Completion Time
! Interrater Reliability
! Test-Retest Reliability
! Construct Validity
! Content Validity
! Highly Recommended
!Free and Accessible Measures
|-
| Children's Depression Rating Scale - Revised (CDRS-R)
|Parent
| Structured Interview&lt;ref name=&quot;:4&quot;&gt;{{Cite journal|last=Mayes|first=Taryn L.|last2=Bernstein|first2=Ira H.|last3=Haley|first3=Charlotte L.|last4=Kennard|first4=Betsy D.|last5=Emslie|first5=Graham J.|date=2010-12|title=Psychometric Properties of the Children's Depression Rating Scale–Revised in Adolescents|url=https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3003451/|journal=Journal of Child and Adolescent Psychopharmacology|volume=20|issue=6|pages=513–516|doi=10.1089/cap.2010.0063|issn=1044-5463|pmc=PMC3003451|pmid=21186970}}&lt;/ref&gt;
| 6-12
| 15-20 minutes
| G
| A
| G
| G
| X, GATW2
|
* Link to purchase [https://www.wpspublish.com/store/p/2703/cdrs-r-children-s-depression-rating-scale-revised#purchase-product CDRS-R]
*[http://www.opapc.com/uploads/documents/CDRS-R.pdf PDF] (excerpt)
|-
| Children's Depression Inventory 2 (CDI-2)
|Youth and Parent
|Questionnaire
|7-17
|15-20 minutes
|G
|A
|G
|A
| GATW2
|
* Link to purchase [https://www.pearsonassessments.com CDI] 
|-
|Reynolds Child Depression Scale 2 (RCDS-2)
|Youth
|Questionnaire
|7-13
|5-10 minutes
|G&lt;ref&gt;{{Cite journal|last=Figueras Masip|first=Anna|last2=Amador Campos|first2=Juan Antonio|last3=Guàrdia Olmos|first3=Joan|date=2008-11|title=Psychometric properties of the Reynolds Child Depression Scale in community and clinical samples|url=https://www.ncbi.nlm.nih.gov/pubmed/18988449|journal=The Spanish Journal of Psychology|volume=11|issue=2|pages=641–649|issn=1138-7416|pmid=18988449}}&lt;/ref&gt;
|G
|G
|A
|
|
* Link to purchase [https://www.parinc.com/products/pkey/354 RCDS-2]
|-
|Reynolds Adolescent Depression Scale 2 (RADS-2)
|Youth
|Questionnaire
|13-17
|5-10  minutes
|G
|G
|G
|A
|GATW2
|
* Link to purchase [https://www.parinc.com/products/pkey/348 RADS-2] 
|-
|Revised Children's Anxiety and Depression Scale (RCADS)
|Youth
|Questionnaire 
|6-18
|12 minutes
|A
|A
|G
|A
|X
|
* Link to download [https://www.corc.uk.net/outcome-experience-measures/revised-childrens-anxiety-and-depression-scale-and-subscales/ RCADS]
|-
|Schedule for Affective Disorders and Schizophrenia for School Aged Children (K-SADS)
|Youth
|semi-structured interview
|6-18
|~15 minutes
|G
|
|G
|G
|Yes
|
* Link to free download [https://www.kennedykrieger.org/sites/default/files/library/documents/faculty/ksads-dsm-5-screener.pdf]
|}
'''Note:''' '''L''' = Less than adequate; '''A''' = Adequate; '''G''' = Good; '''E''' = Excellent; '''U''' = Unavailable; '''NA''' = Not applicable

==[[Evidence based assessment/Process phase|'''Process phase''']]==
The following section contains a brief overview of treatment options for depression and a list of process and outcome measures for adolescent depression. The section includes benchmarks based on published norms and on mood samples for several outcome and severity measures, as well as information about commonly used process measures. Process and outcome measures are used as part of the [[Evidence based assessment/Process phase|process phase]] of assessment. For more information on differences between process and outcome measures, see the page on the [[Evidence based assessment/Process phase|process phase of assessment]].

=== Process measures ===
{{blockquotetop}}
'''A.  Mood and Energy Thermometer''' 
&amp;nbsp;This is an improved and practical way of monitoring complex mood cycles and daily schedules. Given that some clinicians and patients may get confused about different 1 to 10 scales (e.g., a 10 could mean extreme depression or extreme mania or no depression), the Mood &amp; Energy Thermometer improves the language in communicating (and monitoring) mood. Moreover, many children report their energy levels more accurately than their moods and therefore, energy levels are incorporated into the mood rating. The Mood &amp; Energy Thermometer that was developed at Western Psychiatric Institute and Clinic (WPIC; and used in about 400 kids) rates mania and increased energy on a 1 to 10 scale, rates depression and tiredness on a -1 to -10 scale, and attempts to form a common language between patients, families, and clinicians. This scale also takes into account the amount of time spent depressed or manic; for example, -4 would mean “mild depression” and “mild tiredness” present ≥50% of the time, and -3 would mean “mild depression” and “mild tiredness” present &lt; 50% of the time. The inclusion of measuring energy levels is consistent with the DSM-5, as energy level is now included in the DSM-5 as a main mood symptom criterion. Bipolar track patients (whether they experienced mania, depression, or mixed features) rated their (Q: is the parent rating his/her own moods/energy, or his/her child's?) mood and energy levels every day on this scale, and a master’s-level clinician met with them on a daily basis to help them better identify and record their mood symptoms, which has significant clinical value not only for treatment but also to prevent future episodes.&lt;ref name=&quot;:3&quot;&gt;{{Cite web|url=http://pediatricbipolar.pitt.edu/resources/instruments|title=Instruments {{!}} CABS {{!}} University of Pittsburgh|website=pediatricbipolar.pitt.edu|language=en|access-date=2018-05-31}}&lt;/ref&gt;

*[https://mfr.osf.io/render?url=https://osf.io/p4a8s/?action=download%26mode=render Mood and Energy Thermometer]&lt;ref name=&quot;:3&quot; /&gt;

*[https://mfr.osf.io/render?url=https://osf.io/upe2a/?action=download%26mode=render Mood and Energy Thermometer with Anger and Anxiety (with recording/monitoring card)]&lt;ref name=&quot;:3&quot; /&gt;

*[https://mfr.osf.io/render?url=https://osf.io/d2fge/?action=download%26mode=render Mood and Energy Thermometer with Anger and Anxiety - Simplified Version]&lt;ref name=&quot;:3&quot; /&gt;
'''B.  Life Charts'''
* To learn more about how life charts can be used with adolescent depression, [http://www.bipolarnews.org/Life%20Charting%20Description.htm see here]
* [https://mfr.osf.io/render?url=https://osf.io/amq6k/?action=download%26mode=render Life Charts for Depression and Bipolar]
{{blockquotebottom}}
=== Outcome and severity measures ===
* This table includes clinically significant benchmarks for '''Depression in Youth''' specific outcome measures
* Information on how to interpret this table can be [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Process_phase found here].
* Additionally, these [[Evidence based assessment/Vignettes|vignettes]] might be helpful resources for understanding appropriate adaptations of outcome measures in practice.
*''&lt;u&gt;For clinically significant change benchmarks for the CBCL, YSR, and TRF total, externalizing, internalizing, and attention benchmarks,&lt;/u&gt;'' [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Process_phase&amp;wteswitched=1#Clinically_significant_change_benchmarks_for_widely-used_outcome_measures see here.]
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
| colspan=&quot;8&quot; |'''Clinically significant change benchmarks with common instruments for adolescent depression'''
|-
| rowspan=&quot;1&amp;quot;&quot; style=&quot;text-align:center;font-size:130%;&quot; | &lt;b&gt; Measure&lt;/b&gt;
| style=&quot;text-align:center;font-size:130%;&quot; | &lt;b&gt;Subscale&lt;/b&gt;
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:130%&quot; width=&quot;300&quot; | &lt;b&gt; Cut-off scores&lt;/b&gt;
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:120%&quot; | &lt;b&gt; Critical Change &lt;br&gt; (unstandardized scores)&lt;/b&gt;
|-
| colspan=&quot;8&quot;  span style=&quot;font-size:110%; text-align:center;&quot; | &lt;b&gt; Benchmarks Based on Published Norms &lt;/b&gt;
|-
| colspan=&quot;2&quot; |
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; A&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; B&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; C&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; 95%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; 90%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; SE&lt;sub&gt;difference&lt;/sub&gt;&lt;/b&gt;
|-
| rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | &lt;b&gt;Beck Depression Inventory-II&lt;/b&gt;
| style=&quot;text-align:center;&quot;|
| style=&quot;text-align:center;&quot;| 4
| style=&quot;text-align:center;&quot;| 22
| style=&quot;text-align:center;&quot;| 15
| style=&quot;text-align:center;&quot;| 9
| style=&quot;text-align:center;&quot;| 8
| style=&quot;text-align:center;&quot;| 4.8
|-
| rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | &lt;b&gt; CBCL T-scores &lt;br&gt; (2001 Norms)&lt;/b&gt;
| style=&quot;text-align:right;&quot; | &lt;i&gt; Total&lt;/i&gt;
| style=&quot;text-align:center;&quot;| 49
| style=&quot;text-align:center;&quot;| 70
| style=&quot;text-align:center;&quot;| 58
| style=&quot;text-align:center;&quot;| 5
| style=&quot;text-align:center;&quot;| 4
| style=&quot;text-align:center;&quot;| 2.4
|-
| colspan=&quot;8&quot;  span style=&quot;font-size:110%; text-align:center;&quot; | &lt;b&gt; Benchmarks Based on Mood Samples &lt;/b&gt;
|-
| colspan=&quot;8&quot;  span style=&quot;font-size:100%; text-align:center;&quot; | &lt;b&gt;[http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.198.9176&amp;rep=rep1&amp;type=pdf Gracious et al., 2002]&lt;ref&gt;{{cite journal|last1=Gracious|first1=BL|last2=Youngstrom|first2=EA|last3=Findling|first3=RL|last4=Calabrese|first4=JR.|title=Discriminative validity of a parent version of the Young Mania Rating Scale.|journal=Journal of American Academy of Child and Adolescent Psychiatry|date=November 2002|volume=41|issue=11|url=http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.198.9176&amp;rep=rep1&amp;type=pdf|accessdate=10 February 2014}}&lt;/ref&gt;&lt;/b&gt;
|-
| rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | &lt;b&gt; Young Mania Rating Scale - Parent &lt;br&gt; (Full)&lt;/b&gt;
| style=&quot;text-align:center;&quot;| n/a
| style=&quot;text-align:center;&quot;| 5.2
| style=&quot;text-align:center;&quot;| 22.1
| style=&quot;text-align:center;&quot;| 14.4
| style=&quot;text-align:center;&quot;| 4.3
| style=&quot;text-align:center;&quot;| 3.6
| style=&quot;text-align:center;&quot;| 2
|-
| rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | &lt;b&gt; Young Mania Rating Scale - Parent &lt;br&gt; (Brief)&lt;/b&gt;
| style=&quot;text-align:center;&quot;| n/a
| style=&quot;text-align:center;&quot;| 6.8
| style=&quot;text-align:center;&quot;| 27.4
| style=&quot;text-align:center;&quot;| 17.5
| style=&quot;text-align:center;&quot;| 5
| style=&quot;text-align:center;&quot;| 4.2
| style=&quot;text-align:center;&quot;| 2.5
|}

'''4.1.b – Beck Depression Inventory- II, ages 13 and up'''&lt;ref&gt;'''Beck AT''', '''Steer RA''', '''Brown G'''. '''1996'''. ''Beck Depression Inventory''. San Antonio, TX: Harcourt Brace Educ. Meas. 2nd ed.&lt;/ref&gt;

'''4.1.c – KSADS Depression Rating Scale (Axelson, 2006)'''

'''4.1.d – Children’s Depression Rating Scale-Revised (CDRS-R; Elva et al., 1996)'''

'''4.1.e – Children’s Depression Inventory, ages 7-17 (CDI; Kovacs, 1992)'''

=== Treatment ===
For treatment of depression in youth, there are two main types of treatment: psychosocial interventions and medication. There has been significant controversy over the use of psychotropic medications with children and many studies have looked at the efficacy of medication, psychosocial interventions, or a combination of both.

One of the most effective treatments for depression in youth is psychosocial interventions, which has been shown to lead to substantial reduction in symptoms for children and adolescents. A recent meta-analysis found that psychosocial interventions had an effect size of 1.14 and the reduction in depressive symptoms was maintained over time. On the other hand, the meta-analysis reported that pharmacological treatments did not lead to significant symptom reduction and had an effect size of 0.19.&lt;ref&gt;{{Cite journal|last=Michael|first=Kurt D|last2=Crowley|first2=Susan L|title=How effective are treatments for child and adolescent depression?|url=https://doi.org/10.1016/S0272-7358(01)00089-7|journal=Clinical Psychology Review|volume=22|issue=2|pages=247–269|doi=10.1016/s0272-7358(01)00089-7}}&lt;/ref&gt; Additionally, medications such as Selective Serotonin Reuptake Inhibitors (SSRIs) have presented concerns about increasing suicidality and harmful behavior.&lt;ref&gt;{{Cite journal|last=Jane Garland|first=E.|last2=Kutcher|first2=Stan|last3=Virani|first3=Adil|last4=Elbe|first4=Dean|date=2016|title=Update on the Use of SSRIs and SNRIs with Children and Adolescents in Clinical Practice|url=https://www.ncbi.nlm.nih.gov/pubmed/27047551|journal=Journal of the Canadian Academy of Child and Adolescent Psychiatry = Journal De l'Academie Canadienne De Psychiatrie De L'enfant Et De L'adolescent|volume=25|issue=1|pages=4–10|issn=1719-8429|pmc=PMC4791100|pmid=27047551}}&lt;/ref&gt; One of the most commonly used psychosocial interventions is cognitive behavioral therapy, which consists of individual or group sessions in which the provider helps the client address cognitive distortions and maladaptive thinking patterns that contribute to the maintenance of depressive thoughts.&lt;ref&gt;{{Cite journal|last=Driessen|first=Ellen|last2=Hollon|first2=Steven D.|title=Cognitive Behavioral Therapy for Mood Disorders: Efficacy, Moderators and Mediators|url=http://linkinghub.elsevier.com/retrieve/pii/S0193953X1000047X|journal=Psychiatric Clinics of North America|volume=33|issue=3|pages=537–555|doi=10.1016/j.psc.2010.04.005}}&lt;/ref&gt;

* Please refer to the page on adolescent [https://www.aacap.org/aacap/Families_and_Youth/Resource_Centers/Depression_Resource_Center/Home.aspx depression] for more information on available treatment for adolescent depression or go to [http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/sadness-hopelessness-and-depression/ Effective Child Therapy] for a curated resource on effective treatments for adolescent depression.

=='''External Resources'''==

# [http://apps.who.int/classifications/icd10/browse/2010/en#/F33 ICD-10 diagnostic criteria]
# [https://en.wikiversity.org/w/index.php?title=Helping_Give_Away_Psychological_Science/Resources/Annotated_List_of_Where_and_How_to_Find_a_Therapist&amp;wteswitched=1#Other_low-cost_options Find-a-Therapist] (a curated list of find-a-therapist websites where you can find a provider)
# [https://www.nimh.nih.gov/health/publications/teen-depression/index.shtml NIMH] (information about adolescent depression)
# [https://www.hopkinsmedicine.org/psychiatry/specialty_areas/moods/ADAP/docs/ADAP-Booklet_FINAL.pdf John's Hopkins Resource Guide] (a guide about adolescent depression, treatment, and more)
# OMIM (Online Mendelian Inheritance in Man)
## [https://www.omim.org/entry/608516 608516]
## [https://www.omim.org/entry/608520 608520]
## [https://www.omim.org/entry/608691 608691]
# [https://emedicine.medscape.com/article/286759-overview eMedicine entry for adult depression]
#[http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/sadness-hopelessness-and-depression/ Effective Child Therapy]
##Effective Child Therapy is a website sponsored by Division 53 of the American Psychological Association (APA), or The [https://sccap53.org Society of Clinical Child and Adolescent Psychology] (SCCAP), in collaboration with the Association for Behavioral and Cognitive Therapies (ABCT). Use for information on symptoms and available treatments.

== '''References''' ==
{{collapse top|Click here for references}}
{{Reflist|30em}}

[[Category:Psychological disorder portfolios|{{SUBPAGENAME}}]]
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{{:{{BASEPAGENAME}}/Sidebar}}
==[[Evidence based assessment/Portfolio template/What is a &quot;portfolio&quot;|'''What is a &quot;portfolio&quot;?''']]==
For background information on what assessment portfolios are, click the link in the heading above.

Want even '''more''' information about this topic? There's an extended version of this page [[Evidence-based assessment/Depression in youth (assessment portfolio)/extended version|here]].

==[[Evidence based assessment/Preparation phase|'''Preparation phase''']]==

===Diagnostic criteria for depression in youth ===
{{blockquotetop}}'''ICD-11 Diagnostic Criteria'''
*Depressive Disorders
**Depressive disorders are characterized by depressive mood (e.g., sad, irritable, empty) or loss of pleasure accompanied by other cognitive, behavioural, or neurovegetative symptoms that significantly affect the individual’s ability to function. A depressive disorder should not be diagnosed in individuals who have ever experienced a manic, mixed or hypomanic episode, which would indicate the presence of a bipolar disorder.
*Single Episode Depressive Disorder
**Single episode depressive disorder is characterized by the presence or history of one depressive episode when there is no history of prior depressive episodes. A depressive episode is characterized by a period of almost daily depressed mood or diminished interest in activities lasting at least two weeks accompanied by other symptoms such as difficulty concentrating, feelings of worthlessness or excessive or inappropriate guilt, hopelessness, recurrent thoughts of death or suicide, changes in appetite or sleep, psychomotor agitation or retardation, and reduced energy or fatigue. There have never been any prior manic, hypomanic, or mixed episodes, which would indicate the presence of a bipolar disorder.
***Note: The ICD-11 lists 10 additional subcategories of single episode depressive disorder. They can be found [https://icd.who.int/browse11/l-m/en#/http%3a%2f%2fid.who.int%2ficd%2fentity%2f578635574 here].
*Recurrent Depressive Disorder
**Recurrent depressive disorder is characterized by a history or at least two depressive episodes separated by at least several months without significant mood disturbance. A depressive episode is characterized by a period of almost daily depressed mood or diminished interest in activities lasting at least two weeks accompanied by other symptoms such as difficulty concentrating, feelings of worthlessness or excessive or inappropriate guilt, hopelessness, recurrent thoughts of death or suicide, changes in appetite or sleep, psychomotor agitation or retardation, and reduced energy or fatigue. There have never been any prior manic, hypomanic, or mixed episodes, which would indicate the presence of a Bipolar disorder.
***Note: The ICD-11 lists 10 additional subcategories of recurrent depressive disorder. They can be found [https://icd.who.int/browse11/l-m/en#/http%3a%2f%2fid.who.int%2ficd%2fentity%2f1194756772 here].
*Dysthymic Disorder
**Dysthymic disorder is characterized by a persistent depressive mood (i.e., lasting 2 years or more), for most of the day, for more days than not. In children and adolescents depressed mood can manifest as pervasive irritability.The depressed mood is accompanied by additional symptoms such as markedly diminished interest or pleasure in activities, reduced concentration and attention or indecisiveness, low self-worth or excessive or inappropriate guilt, hopelessness about the future, disturbed sleep or increased sleep, diminished or increased appetite, or low energy or fatigue. During the first 2 years of the disorder, there has never been a 2-week period during which the number and duration of symptoms were sufficient to meet the diagnostic requirements for a Depressive Episode. There is no history of Manic, Mixed, or Hypomanic Episodes.
*Mixed Depressive and Anxiety Disorder
**Mixed depressive and anxiety disorder is characterized by symptoms of both anxiety and depression more days than not for a period of two weeks or more. Neither set of symptoms, considered separately, is sufficiently severe, numerous, or persistent to justify a diagnosis of a depressive episode, dysthymia or an anxiety and fear-related disorder. Depressed mood or diminished interest in activities must be present accompanied by additional depressive symptoms as well as multiple symptoms of anxiety. The symptoms result in significant distress or significant impairment in personal, family, social, educational, occupational or other important areas of functioning. There have never been any prior manic, hypomanic, or mixed episodes, which would indicate the presence of a bipolar disorder.
#
==== Changes in DSM-5 ====
* The diagnostic criteria for depressive disorders changed slightly from  [[DSM-IV]] to [[w:Diagnostic_and_Statistical_Manual_of_Mental_Disorders#DSM-IV-TR_.282000.29|DSM-5-TR]]. Summaries are available [https://psychiatry.org/psychiatrists/practice/dsm/updates-to-dsm/updates-to-dsm-5-tr-criteria-text here] and [[w:DSM-5|here]].
{{blockquotebottom}}

===Base rates of adolescent depression in different clinical settings===
This section describes the demographic setting of the population(s) sampled, base rates of diagnosis, country/region sampled, and the diagnostic method that was used. Using this information, clinicians will be able to anchor the rates of adolescent depression that they are likely to see in their clinical practices.

* '''''To find prevalence rates across multiple disorders,''''' [[Evidence based assessment/Preparation phase#Base rates for transdiagnostic comparison|click here.]]

{| class=&quot;wikitable&quot;
|-
! Demography 
! Setting !! Base Rate !! Diagnostic Method
!Best Recommended For
|-
| French general practitioner network 
| Children and adolescents attending primary care&lt;ref name=&quot;MathetEtAl2002&quot;&gt;{{cite journal|last1=Mathet|first1=F|last2=Martin-Guehl|first2=C|last3=Maurice-Tison|first3=S|last4=Bouvard|first4=MP|date=2002|title=Prevalence of depressive disorders in children and adolescents attending primary care. A survey with the Aquitaine Sentinelle Network.|journal=L'Encephale|volume=29|issue=5|pages=391-400|pmid=14615688}}&lt;/ref&gt; (2002) || 5.0% || CES-D, CBCL, Kiddie Schedule for Affective Disorders and Schizophrenia - Present and Lifetime Version (KSADS-PL) &lt;sup&gt;y&lt;/sup&gt;
|
|-
| All of U.S.A. 
| National Comorbidity Survey-Adolescent (ages 13-18)&lt;ref name=&quot;MerikangasEtAl2010&quot;&gt;{{cite journal|last1=Merikangas|first1=KR|last2=He|first2=JP|last3=Burstein|first3=M|last4=Swanson|first4=SA|last5=Avenevoli|first5=S|last6=Cui|first6=L|last7=Benjet|first7=C|last8=Georgiades|first8=K|last9=Swendsen|first9=J|date=October 2010|title=Lifetime prevalence of mental disorders in U.S. adolescents: results from the National Comorbidity Survey Replication--Adolescent Supplement (NCS-A).|journal=Journal of the American Academy of Child and Adolescent Psychiatry|volume=49|issue=10|pages=980-9|pmid=20855043}}&lt;/ref&gt; (2010) || 6.9%-15.4% || National Comorbidity Survey-Adolescent (NCS-A) Interview Schedule &lt;sup&gt;p, y&lt;/sup&gt;
|
|-
| North Carolina 
| Great Smoky Mountains Study: Community Sample (ages 9-13) (1997)&lt;ref name=&quot;CostelloEtAl1997&quot;&gt;{{cite journal|last1=Costello|first1=EJ|last2=Farmer|first2=EM|last3=Angold|first3=A|last4=Burns|first4=BJ|last5=Erkanli|first5=A|date=May 1997|title=Psychiatric disorders among American Indian and white youth in Appalachia: the Great Smoky Mountains Study.|journal=American journal of public health|volume=87|issue=5|pages=827-32|pmid=9184514}}&lt;/ref&gt;|| .03-1.45% || CAPA = Child and Adolescent Psychiatric Assessment&lt;ref&gt;{{Cite journal|last=Angold|first=A.|last2=Costello|first2=E. J.|date=2000-1|title=The Child and Adolescent Psychiatric Assessment (CAPA)|url=https://www.ncbi.nlm.nih.gov/pubmed/10638066|journal=Journal of the American Academy of Child and Adolescent Psychiatry|volume=39|issue=1|pages=39–48|doi=10.1097/00004583-200001000-00015|issn=0890-8567|pmid=10638066}}&lt;/ref&gt;
|
|-
| All of U.S.A. 
| Acute psychiatric hospitalizations in 2009-2010 children (under the age of 15) (Blader &amp; Carlson, 2010) || 13% || Centers for Disease Control survey of discharge diagnoses
|
|-
| Northwestern U.S.A. high school 
| High school students (1993)&lt;ref name=&quot;LewinsohnEtAl1993&quot;&gt;{{cite journal|last1=Lewinsohn|first1=PM|last2=Hops|first2=H|last3=Roberts|first3=RE|last4=Seeley|first4=JR|last5=Andrews|first5=JA|date=February 1993|title=Adolescent psychopathology: I. Prevalence and incidence of depression and other DSM-III-R disorders in high school students.|journal=Journal of abnormal psychology|volume=102|issue=1|pages=133-44|pmid=8436689}}&lt;/ref&gt;|| 9.6% || KSADS
|
|-
| All of U.S.A. 
| Gender differences, males and females, respectively (2010)&lt;ref name=&quot;MerikangasEtAl2010&quot; /&gt;|| 7.5%-15% || NCS-A Interview Schedule &lt;sup&gt;p, y &lt;/sup&gt;
|
|-
| Varied 
| Meta-analysis, adolescents 13 to 18 years (2006)&lt;ref name=&quot;CostelloEtAl2006&quot;&gt;{{cite journal|last1=Costello|first1=EJ|last2=Erkanli|first2=A|last3=Angold|first3=A|date=December 2006|title=Is there an epidemic of child or adolescent depression?|journal=Journal of child psychology and psychiatry, and allied disciplines|volume=47|issue=12|pages=1263-71|pmid=17176381}}&lt;/ref&gt;|| 5.7% || DISC, CIDI, SDI, K-SADS, CAS, CAPA, IOW, DAWBA
|
|-
| All of U.S.A. 
| National Comorbidity Survey-Adolescent Supplement (NCS-A) (2015)&lt;ref name=&quot;AvenevoliEtAl2015&quot;&gt;{{cite journal|last1=Avenevoli|first1=S|last2=Swendsen|first2=J|last3=He|first3=JP|last4=Burstein|first4=M|last5=Merikangas|first5=KR|date=January 2015|title=Major depression in the national comorbidity survey-adolescent supplement: prevalence, correlates, and treatment.|journal=Journal of the American Academy of Child and Adolescent Psychiatry|volume=54|issue=1|pages=37-44.e2|pmid=25524788}}&lt;/ref&gt;|| 11.0% || CIDI 
|
|-
| American middle school 
| Ethnically diverse sample of middle school (Grades 6-8) students (1997)&lt;ref name=&quot;RobertsEtAl1997&quot;&gt;{{cite journal|last1=Roberts|first1=RE|last2=Roberts|first2=CR|last3=Chen|first3=YR|date=February 1997|title=Ethnocultural differences in prevalence of adolescent depression.|journal=American journal of community psychology|volume=25|issue=1|pages=95-110|pmid=9231998}}&lt;/ref&gt;|| 1.9% (Chinese descent) to 6.6% (Mexican descent) || DISC
|
|-
|American public school
|High school freshman in public school (2009)&lt;ref&gt;{{Cite journal|last=Goyal|first=Sunil|last2=Srivastava|first2=Kalpana|last3=Bansal|first3=Vivek|date=2009-01-01|title=Study of prevalence of depression in adolescent students of a public school|url=http://www.industrialpsychiatry.org/text.asp?2009/18/1/43/57859|journal=Industrial Psychiatry Journal|language=en|volume=18|issue=1|doi=10.4103/0972-6748.57859}}&lt;/ref&gt;
|18.4%
|GHQ-12 and BDI
|
|-
|Cross-sectional sample of socioeconomic groups
|Adolescents 12-17 (2016)&lt;ref&gt;{{Cite journal|last=Mojtabai|first=Ramin|last2=Olfson|first2=Mark|last3=Han|first3=Beth|date=2016-12-01|title=National Trends in the Prevalence and Treatment of Depression in Adolescents and Young Adults|url=http://pediatrics.aappublications.org/content/138/6/e20161878|journal=Pediatrics|language=en|volume=138|issue=6|pages=e20161878|doi=10.1542/peds.2016-1878|issn=0031-4005|pmid=27940701}}&lt;/ref&gt;
|increased from 8.7% in 2005 to 11.3% in 2014 
|NCS-Replication
|
|-
|Epidemiological (CDC)
|
|2.1%&lt;ref name=&quot;:02&quot;&gt;{{Cite journal|last=Perou|first=Ruth|last2=Bitsko|first2=Rebecca H.|last3=Blumberg|first3=Stephen J.|last4=Pastor|first4=Patricia|last5=Ghandour|first5=Reem M.|last6=Gfroerer|first6=Joseph C.|last7=Hedden|first7=Sarra L.|last8=Crosby|first8=Alex E.|last9=Visser|first9=Susanna N.|date=2013-05-17|title=Mental health surveillance among children--United States, 2005-2011|url=https://www.ncbi.nlm.nih.gov/pubmed/23677130|journal=MMWR supplements|volume=62|issue=2|pages=1–35|issn=2380-8942|pmid=23677130}}&lt;/ref&gt;
|
|
|}

&lt;sup&gt;p&lt;/sup&gt;:Parent interviewed as component of diagnostic assessment; &lt;sup&gt;y&lt;/sup&gt;:youth interviewed as part of diagnostic assessment.

==[[Evidence based assessment/Prediction phase|'''Prediction phase''']]==

=== Psychometric properties of screening instruments for adolescent depression ===
The following section contains a list of screening and diagnostic instruments for adolescent depression. The section includes administration information, psychometric data, and PDFs or links to the screenings. 
* Screenings are used as part of the [[Evidence based assessment/Prediction phase|prediction phase]] of assessment; for more information on interpretation of this data, or how screenings fit in to the assessment process, [[Evidence based assessment/Prediction phase|'''click here''']]. 
* '''''For a list of more broadly-reaching screening instruments, [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prediction_phase&amp;wteswitched=1#Common_screening_instruments click here.]'''''

{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
! colspan=&quot;5&quot; |Screening instruments for adolescent depression
|-
! Measure
! Format (Reporter)
! Age Range
! Administration/
Completion Time
!Where to Access
|-
|[[wikipedia:The_Mood_and_Feelings_Questionnaire|Mood and Feelings Questionnaire]] (MFQ) 
| Self-report
| 6-17
| 5-10 minutes&lt;ref&gt;{{Cite web|url=http://www.cebc4cw.org/assessment-tool/mood-and-feelings-questionnaire-mfq/|title=CEBC » Assessment Tool › Mood And Feelings Questionnaire Mfq|website=www.cebc4cw.org|language=en|accessdate=2018-03-01}}&lt;/ref&gt;
|
* [https://mfr.osf.io/render?url=https://osf.io/enx4b/?action=download%26mode=render Child Self Report - long version]
* [https://mfr.osf.io/render?url=https://osf.io/mcg5w/?action=download%26mode=render Child Self Report - short version]
* [https://mfr.osf.io/render?url=https://osf.io/cw27p/?action=download%26mode=render Parent Report on Child - long version]
* [https://mfr.osf.io/render?url=https://osf.io/kybr4/?action=download%26mode=render Parent Report on Child - short version]
* [https://mfr.osf.io/render?url=https://osf.io/sb5xw/?action=download%26mode=render Adult Self-Report - long version]
* [https://mfr.osf.io/render?url=https://osf.io/xa7v6/?action=download%26mode=render Adult Self-Report - short version]
|-
|Revised Children’s Anxiety and Depression Scale (RCADS) &lt;ref&gt;{{Cite journal|last=Ebesutani|first=Chad|last2=Reise|first2=Steven P.|last3=Chorpita|first3=Bruce F.|last4=Ale|first4=Chelsea|last5=Regan|first5=Jennifer|last6=Young|first6=John|last7=Higa-McMillan|first7=Charmaine|last8=Weisz|first8=John R.|date=2012|title=The Revised Child Anxiety and Depression Scale-Short Version: Scale reduction via exploratory bifactor modeling of the broad anxiety factor.|url=http://doi.apa.org/getdoi.cfm?doi=10.1037/a0027283|journal=Psychological Assessment|language=en|volume=24|issue=4|pages=833–845|doi=10.1037/a0027283|issn=1939-134X}}&lt;/ref&gt;
|Questionnaire (Child)
|6-18
|12 minutes
|
*[http://www.corc.uk.net/outcome-experience-measures/revised-childrens-anxiety-and-depression-scale-and-subscales/ RCADS homepage]

'''PDFs for RCADS'''

*[https://mfr.osf.io/render?url=https://osf.io/s3fu2/?action=download%26mode=render RCADS Child Self-reported (8-18 years)]
*[https://mfr.osf.io/render?url=https://osf.io/fp9mk/?action=download%26mode=render RCADS Parent-reported]
*[https://mfr.osf.io/render?url=https://osf.io/vy7ta/?action=download%26mode=render Child Scoring Aid]
*[https://mfr.osf.io/render?url=https://osf.io/t4bz6/?action=download%26mode=render Parent Scoring Aid]

'''Subscales'''

*[https://mfr.osf.io/render?url=https://osf.io/za8we/?action=download%26mode=render Depression Self-reported]

*[https://mfr.osf.io/render?url=https://osf.io/nezbk/?action=download%26mode=render Depression Parent-reported]

'''Translations'''

'''[https://mfr.osf.io/render?url=https://osf.io/qsjh9/?action=download%26mode=render User Guide]'''
|}

'''Note:''' L = Less than adequate; A = Adequate; G = Good; E = Excellent; U = Unavailable; NA = Not applicable

=== Likelihood ratios and AUCs of screening measures for adolescent depression ===
{| class=&quot;wikitable sortable&quot;
|-
! Screening Measure (Primary Reference) !! AUC !! LR+ (score) !! LR- (score) !! Clinical Generalizability
!Download
|- 
|WHO-Five Well-being Index (WHO-5) [http://www.ncbi.nlm.nih.gov/pubmed/12830302 3]&lt;ref name=&quot;BechEtAl2003&quot;&gt;{{cite journal|last1=Bech|first1=P|last2=Olsen|first2=LR|last3=Kjoller|first3=M|last4=Rasmussen|first4=NK|title=Measuring well-being rather than the absence of distress symptoms: a comparison of the SF-36 Mental Health subscale and the WHO-Five Well-Being Scale.|journal=International journal of methods in psychiatric research|date=2003|volume=12|issue=2|pages=85-91|pmid=12830302}}&lt;/ref&gt;&lt;ref name=&quot;ChristensenEtAl2015&quot;&gt;{{cite journal|last1=Christensen|first1=KS|last2=Haugen|first2=W|last3=Sirpal|first3=MK|last4=Haavet|first4=OR|date=June 2015|title=Diagnosis of depressed young people--criterion validity of WHO-5 and HSCL-6 in Denmark and Norway.|journal=Family practice|volume=32|issue=3|pages=359-63|pmid=25800246}}&lt;/ref&gt;|| .885 (N=294) || 4.40 (raw score 11+) || .15 (raw score ≤) || General sample of adolescents from Norway and Denmark 
|Link to free download:

[https://www.psykiatri-regionh.dk/who-5/Documents/WHO5_English.pdf WHO-5]
|-
|Hopkins Symptom Checklist-10 (HSCL-10) (short version of SCL-90)&lt;ref name=&quot;HaavetEtAl2007&quot;&gt;{{cite journal|last1=Haavet|first1=OR|last2=Christensen|first2=KS|last3=Sirpal|first3=MK|last4=Haugen|first4=W|title=Diagnosis of depression among adolescents--a clinical validation study of key questions and questionnaire.|journal=BMC family practice|date=13 July 2007|volume=8|pages=41|pmid=17626643}}&lt;/ref&gt; &lt;ref name=&quot;HaavetEtAl2011&quot;&gt;{{cite journal|last1=Haavet|first1=OR|last2=Sirpal|first2=MK|last3=Haugen|first3=W|last4=Christensen|first4=KS|date=April 2011|title=Diagnosis of depressed young people in primary health care--a validation of HSCL-10.|journal=Family practice|volume=28|issue=2|pages=233-7|pmid=20937663}}&lt;/ref&gt;|| .8862 (N=294) || Boys: 7.2, Girls:3.2 (raw score 16/10) || Boys:.14, Girls:.17 (raw score ≤) || General sample of adolescents from Norway and Denmark 
|
|-
|6-item Kutcher Adolescent Depression Scale (KADS)&lt;ref name=&quot;LeBlancEtAl2002&quot;&gt;{{cite journal|last1=LeBlanc|first1=JC|last2=Almudevar|first2=A|last3=Brooks|first3=SJ|last4=Kutcher|first4=S|title=Screening for adolescent depression: comparison of the Kutcher Adolescent Depression Scale with the Beck depression inventory.|journal=Journal of child and adolescent psychopharmacology|date=2002|volume=12|issue=2|pages=113-26|pmid=12188980}}&lt;/ref&gt; &lt;ref name=&quot;LeBlancEtAl2002&quot; /&gt;|| .89 (N=309) || 3.17 (raw score 6) || .11 (raw score ≤) ||
|Link to free download:
[http://teenmentalhealth.org/wp-content/uploads/2014/09/6-KADS.pdf KADS] 
|-
|}

=== Interpreting depression screening measure scores ===
For information on interpreting screening measure scores, click [[Evidence based assessment/Prediction phase#Interpreting screening measure scores|here.]]

==[[Evidence based assessment/Prescription phase|'''Prescription phase''']]==
===Gold standard diagnostic interviews===
* For a list of broad-reaching diagnostic interviews sortable by disorder with PDFs (if applicable), [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prescription_phase&amp;wteswitched=1#Common_Diagnostic_Interviews click here.]

===Diagnostic instruments specific for adolescent depression ===
{| class=&quot;wikitable&quot;
! colspan=&quot;9&quot; |Diagnostic instruments for adolescent depression
|-
!Measure
!Informant
!Parent Version  (Age)
!Youth Version  (Age)
!Format of Item  Administration
!Format of  Response Style
!Cost and Access
!Administration  Time (for full interview in minutes)
!Rater Qualifications and Training
|-
|Child and Adolescent Psychiatric Assessment (CAPA)&lt;ref&gt;{{Cite journal|last=Angold|first=Adrian|last2=Costello|first2=E. Jane|date=2000-1|title=The Child and Adolescent Psychiatric Assessment (CAPA)|url=https://linkinghub.elsevier.com/retrieve/pii/S0890856709660998|journal=Journal of the American Academy of Child &amp; Adolescent Psychiatry|language=en|volume=39|issue=1|pages=39–48|doi=10.1097/00004583-200001000-00015}}&lt;/ref&gt;
|Parent and Child
|9-18
|9-18
|Structured with the option for additional semi-structured inquires
|Close-Ended  (Y/N)

Mix of  Close-Ended (Likert) and Open-Ended
|Information available through the Developmental Epidemiology Center at Duke University
|60-120 
|Bachelor’s degree plus required training by individuals trained on this interview (Angold &amp; Costello, 2000)
|-
|Children’s Interview for Psychiatric Syndromes (ChIPS)&lt;ref&gt;{{Cite journal|last=Weller|first=Elizabeth B.|last2=Weller|first2=Ronald A.|last3=Fristad|first3=Mary A.|last4=Rooney|first4=Marijo Teare|last5=Schecter|first5=Jennifer|date=2000-1|title=Children's Interview for Psychiatric Syndromes (ChIPS)|url=https://linkinghub.elsevier.com/retrieve/pii/S0890856709661037|journal=Journal of the American Academy of Child &amp; Adolescent Psychiatry|language=en|volume=39|issue=1|pages=76–84|doi=10.1097/00004583-200001000-00019}}&lt;/ref&gt;
|Parent or Child
|6-18
|6-18
|Structured with the option for additional semi-structured inquires
|Close-Ended  (Y/N)
|Approximately $90; Available through various retailers
|20-50
|Trained lay person supervised by a licensed clinician. Administration manual includes training materials. (Weller, Weller, Fristad, Rooney, &amp; Schecter,  2000)
|-
|Diagnostic Individual Schedule for Children IV (DISC-IV)&lt;ref&gt;{{Cite journal|last=Shaffer|first=David|last2=Fisher|first2=Prudence|last3=Lucas|first3=Christopher P.|last4=Dulcan|first4=Mina K.|last5=Schwab-Stone|first5=Mary E.|date=2000-1|title=NIMH Diagnostic Interview Schedule for Children Version IV (NIMH DISC-IV): Description, Differences From Previous Versions, and Reliability of Some Common Diagnoses|url=https://linkinghub.elsevier.com/retrieve/pii/S0890856709660986|journal=Journal of the American Academy of Child &amp; Adolescent Psychiatry|language=en|volume=39|issue=1|pages=28–38|doi=10.1097/00004583-200001000-00014}}&lt;/ref&gt;
|Parent or Child
|6-17
|9-17
|Structured
|Close-Ended  (Y/N)
|Ranges from  $150-$2000 per computer installation; Charge for paper version is minimal to  cover copying and mailing expenses; email disc@worldnet.att.net
|90-120
|Lay person with  supervision by a licensed clinician. Training is strongly recommended. Details on training available by contacting [[Mailto:disc@worldnet.att.net|disc@worldnet.att.net]] 

(“NIMH  Diagnostic Interview Schedule for Children Version IV (NIMH DISC-IV):  description, differences from previous versions, and reliability of some... -  PubMed - NCBI,” n.d.)
|-
|[[wikipedia:Kiddie_Schedule_for_Affective_Disorders_and_Schizophrenia|K-SADS-PL 2009]]
|Parent and Child
|6-18
|6-18
|Semi-Structured
|Close-Ended  (Likert) and Open-Ended
|Free for download and use if specific criteria met
|90
|Trained professional; Training is required
|-
|Mini-International  Neuropsychiatric Interview for Children and Adolescents (MINI-KIDS)
|Parent or Child
|6-17
|13-17
|Structured 
|Close-Ended  (Y/N)
|Free for download and use if specific criteria met
|15-50 minutes
|Trained lay person supervised by a licensed clinician. Training by licensed clinician is recommended. 

&lt;nowiki&gt;http://harmresearch.org/index.php/mini-international-neuropsychiatric-interview-mini/&lt;/nowiki&gt;  

(Sheehan et al., 1998)
|-
|[[wikipedia:Patient_Health_Questionnaire|Patient Health Questionnaire 9 (PHQ-9)]] 
|Self
|18+
|
|Self Report 
|Close-Ended (Likert) 
|Free for download and use if specific criteria met
|3-5 minutes
|No training required. Available for free online [https://www.phqscreeners.com/select-screener/36 here]
|}

===Severity scales for adolescent depression===
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
! colspan=&quot;11&quot; |Diagnostic instruments for adolescent d'''epression'''
|-
! Measure
!Informant
! Format (Reporter)
! Age Range
! Administration/
Completion Time
! Interrater Reliability
! Test-Retest Reliability
! Construct Validity
! Content Validity
! Highly Recommended
!Free and Accessible Measures
|-
| Children's Depression Rating Scale - Revised (CDRS-R)
|Parent
| Structured Interview&lt;ref name=&quot;:4&quot;&gt;{{Cite journal|last=Mayes|first=Taryn L.|last2=Bernstein|first2=Ira H.|last3=Haley|first3=Charlotte L.|last4=Kennard|first4=Betsy D.|last5=Emslie|first5=Graham J.|date=2010-12|title=Psychometric Properties of the Children's Depression Rating Scale–Revised in Adolescents|url=https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3003451/|journal=Journal of Child and Adolescent Psychopharmacology|volume=20|issue=6|pages=513–516|doi=10.1089/cap.2010.0063|issn=1044-5463|pmc=PMC3003451|pmid=21186970}}&lt;/ref&gt;
| 6-12
| 15-20 minutes
| G
| A
| G
| G
| X, GATW2
|
* Link to purchase [https://www.wpspublish.com/store/p/2703/cdrs-r-children-s-depression-rating-scale-revised#purchase-product CDRS-R]
*[http://www.opapc.com/uploads/documents/CDRS-R.pdf PDF] (excerpt)
|-
| Children's Depression Inventory 2 (CDI-2)
|Youth and Parent
|Questionnaire
|7-17
|15-20 minutes
|G
|A
|G
|A
| GATW2
|
* Link to purchase [https://www.pearsonassessments.com CDI] 
|-
|Reynolds Child Depression Scale 2 (RCDS-2)
|Youth
|Questionnaire
|7-13
|5-10 minutes
|G&lt;ref&gt;{{Cite journal|last=Figueras Masip|first=Anna|last2=Amador Campos|first2=Juan Antonio|last3=Guàrdia Olmos|first3=Joan|date=2008-11|title=Psychometric properties of the Reynolds Child Depression Scale in community and clinical samples|url=https://www.ncbi.nlm.nih.gov/pubmed/18988449|journal=The Spanish Journal of Psychology|volume=11|issue=2|pages=641–649|issn=1138-7416|pmid=18988449}}&lt;/ref&gt;
|G
|G
|A
|
|
* Link to purchase [https://www.parinc.com/products/pkey/354 RCDS-2]
|-
|Reynolds Adolescent Depression Scale 2 (RADS-2)
|Youth
|Questionnaire
|13-17
|5-10  minutes
|G
|G
|G
|A
|GATW2
|
* Link to purchase [https://www.parinc.com/products/pkey/348 RADS-2] 
|-
|Revised Children's Anxiety and Depression Scale (RCADS)
|Youth
|Questionnaire 
|6-18
|12 minutes
|A
|A
|G
|A
|X
|
* Link to download [https://www.corc.uk.net/outcome-experience-measures/revised-childrens-anxiety-and-depression-scale-and-subscales/ RCADS]
|-
|Schedule for Affective Disorders and Schizophrenia for School Aged Children (K-SADS)
|Youth
|semi-structured interview
|6-18
|~15 minutes
|G
|
|G
|G
|Yes
|
* Link to free download [https://www.kennedykrieger.org/sites/default/files/library/documents/faculty/ksads-dsm-5-screener.pdf]
|}
'''Note:''' '''L''' = Less than adequate; '''A''' = Adequate; '''G''' = Good; '''E''' = Excellent; '''U''' = Unavailable; '''NA''' = Not applicable

==[[Evidence based assessment/Process phase|'''Process phase''']]==
The following section contains a brief overview of treatment options for depression and a list of process and outcome measures for adolescent depression. The section includes benchmarks based on published norms and on mood samples for several outcome and severity measures, as well as information about commonly used process measures. Process and outcome measures are used as part of the [[Evidence based assessment/Process phase|process phase]] of assessment. For more information on differences between process and outcome measures, see the page on the [[Evidence based assessment/Process phase|process phase of assessment]].

=== Process measures ===
{{blockquotetop}}
'''A.  Mood and Energy Thermometer''' 
&amp;nbsp;This is an improved and practical way of monitoring complex mood cycles and daily schedules. Given that some clinicians and patients may get confused about different 1 to 10 scales (e.g., a 10 could mean extreme depression or extreme mania or no depression), the Mood &amp; Energy Thermometer improves the language in communicating (and monitoring) mood. Moreover, many children report their energy levels more accurately than their moods and therefore, energy levels are incorporated into the mood rating. The Mood &amp; Energy Thermometer that was developed at Western Psychiatric Institute and Clinic (WPIC; and used in about 400 kids) rates mania and increased energy on a 1 to 10 scale, rates depression and tiredness on a -1 to -10 scale, and attempts to form a common language between patients, families, and clinicians. This scale also takes into account the amount of time spent depressed or manic; for example, -4 would mean “mild depression” and “mild tiredness” present ≥50% of the time, and -3 would mean “mild depression” and “mild tiredness” present &lt; 50% of the time. The inclusion of measuring energy levels is consistent with the DSM-5, as energy level is now included in the DSM-5 as a main mood symptom criterion. Bipolar track patients (whether they experienced mania, depression, or mixed features) rated their (Q: is the parent rating his/her own moods/energy, or his/her child's?) mood and energy levels every day on this scale, and a master’s-level clinician met with them on a daily basis to help them better identify and record their mood symptoms, which has significant clinical value not only for treatment but also to prevent future episodes.&lt;ref name=&quot;:3&quot;&gt;{{Cite web|url=http://pediatricbipolar.pitt.edu/resources/instruments|title=Instruments {{!}} CABS {{!}} University of Pittsburgh|website=pediatricbipolar.pitt.edu|language=en|access-date=2018-05-31}}&lt;/ref&gt;

*[https://mfr.osf.io/render?url=https://osf.io/p4a8s/?action=download%26mode=render Mood and Energy Thermometer]&lt;ref name=&quot;:3&quot; /&gt;

*[https://mfr.osf.io/render?url=https://osf.io/upe2a/?action=download%26mode=render Mood and Energy Thermometer with Anger and Anxiety (with recording/monitoring card)]&lt;ref name=&quot;:3&quot; /&gt;

*[https://mfr.osf.io/render?url=https://osf.io/d2fge/?action=download%26mode=render Mood and Energy Thermometer with Anger and Anxiety - Simplified Version]&lt;ref name=&quot;:3&quot; /&gt;
'''B.  Life Charts'''
* To learn more about how life charts can be used with adolescent depression, [http://www.bipolarnews.org/Life%20Charting%20Description.htm see here]
* [https://mfr.osf.io/render?url=https://osf.io/amq6k/?action=download%26mode=render Life Charts for Depression and Bipolar]
{{blockquotebottom}}
=== Outcome and severity measures ===
* This table includes clinically significant benchmarks for '''Depression in Youth''' specific outcome measures
* Information on how to interpret this table can be [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Process_phase found here].
* Additionally, these [[Evidence based assessment/Vignettes|vignettes]] might be helpful resources for understanding appropriate adaptations of outcome measures in practice.
*''&lt;u&gt;For clinically significant change benchmarks for the CBCL, YSR, and TRF total, externalizing, internalizing, and attention benchmarks,&lt;/u&gt;'' [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Process_phase&amp;wteswitched=1#Clinically_significant_change_benchmarks_for_widely-used_outcome_measures see here.]
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
| colspan=&quot;8&quot; |'''Clinically significant change benchmarks with common instruments for adolescent depression'''
|-
| rowspan=&quot;1&amp;quot;&quot; style=&quot;text-align:center;font-size:130%;&quot; | &lt;b&gt; Measure&lt;/b&gt;
| style=&quot;text-align:center;font-size:130%;&quot; | &lt;b&gt;Subscale&lt;/b&gt;
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:130%&quot; width=&quot;300&quot; | &lt;b&gt; Cut-off scores&lt;/b&gt;
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:120%&quot; | &lt;b&gt; Critical Change &lt;br&gt; (unstandardized scores)&lt;/b&gt;
|-
| colspan=&quot;8&quot;  span style=&quot;font-size:110%; text-align:center;&quot; | &lt;b&gt; Benchmarks Based on Published Norms &lt;/b&gt;
|-
| colspan=&quot;2&quot; |
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; A&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; B&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; C&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; 95%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; 90%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; SE&lt;sub&gt;difference&lt;/sub&gt;&lt;/b&gt;
|-
| rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | &lt;b&gt;Beck Depression Inventory-II&lt;/b&gt;
| style=&quot;text-align:center;&quot;|
| style=&quot;text-align:center;&quot;| 4
| style=&quot;text-align:center;&quot;| 22
| style=&quot;text-align:center;&quot;| 15
| style=&quot;text-align:center;&quot;| 9
| style=&quot;text-align:center;&quot;| 8
| style=&quot;text-align:center;&quot;| 4.8
|-
| rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | &lt;b&gt; CBCL T-scores &lt;br&gt; (2001 Norms)&lt;/b&gt;
| style=&quot;text-align:right;&quot; | &lt;i&gt; Total&lt;/i&gt;
| style=&quot;text-align:center;&quot;| 49
| style=&quot;text-align:center;&quot;| 70
| style=&quot;text-align:center;&quot;| 58
| style=&quot;text-align:center;&quot;| 5
| style=&quot;text-align:center;&quot;| 4
| style=&quot;text-align:center;&quot;| 2.4
|-
| colspan=&quot;8&quot;  span style=&quot;font-size:110%; text-align:center;&quot; | &lt;b&gt; Benchmarks Based on Mood Samples &lt;/b&gt;
|-
| colspan=&quot;8&quot;  span style=&quot;font-size:100%; text-align:center;&quot; | &lt;b&gt;[http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.198.9176&amp;rep=rep1&amp;type=pdf Gracious et al., 2002]&lt;ref&gt;{{cite journal|last1=Gracious|first1=BL|last2=Youngstrom|first2=EA|last3=Findling|first3=RL|last4=Calabrese|first4=JR.|title=Discriminative validity of a parent version of the Young Mania Rating Scale.|journal=Journal of American Academy of Child and Adolescent Psychiatry|date=November 2002|volume=41|issue=11|url=http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.198.9176&amp;rep=rep1&amp;type=pdf|accessdate=10 February 2014}}&lt;/ref&gt;&lt;/b&gt;
|-
| rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | &lt;b&gt; Young Mania Rating Scale - Parent &lt;br&gt; (Full)&lt;/b&gt;
| style=&quot;text-align:center;&quot;| n/a
| style=&quot;text-align:center;&quot;| 5.2
| style=&quot;text-align:center;&quot;| 22.1
| style=&quot;text-align:center;&quot;| 14.4
| style=&quot;text-align:center;&quot;| 4.3
| style=&quot;text-align:center;&quot;| 3.6
| style=&quot;text-align:center;&quot;| 2
|-
| rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | &lt;b&gt; Young Mania Rating Scale - Parent &lt;br&gt; (Brief)&lt;/b&gt;
| style=&quot;text-align:center;&quot;| n/a
| style=&quot;text-align:center;&quot;| 6.8
| style=&quot;text-align:center;&quot;| 27.4
| style=&quot;text-align:center;&quot;| 17.5
| style=&quot;text-align:center;&quot;| 5
| style=&quot;text-align:center;&quot;| 4.2
| style=&quot;text-align:center;&quot;| 2.5
|}

'''4.1.b – Beck Depression Inventory- II, ages 13 and up'''&lt;ref&gt;'''Beck AT''', '''Steer RA''', '''Brown G'''. '''1996'''. ''Beck Depression Inventory''. San Antonio, TX: Harcourt Brace Educ. Meas. 2nd ed.&lt;/ref&gt;

'''4.1.c – KSADS Depression Rating Scale (Axelson, 2006)'''

'''4.1.d – Children’s Depression Rating Scale-Revised (CDRS-R; Elva et al., 1996)'''

'''4.1.e – Children’s Depression Inventory, ages 7-17 (CDI; Kovacs, 1992)'''

=== Treatment ===
For treatment of depression in youth, there are two main types of treatment: psychosocial interventions and medication. There has been significant controversy over the use of psychotropic medications with children and many studies have looked at the efficacy of medication, psychosocial interventions, or a combination of both.

One of the most effective treatments for depression in youth is psychosocial interventions, which has been shown to lead to substantial reduction in symptoms for children and adolescents. A recent meta-analysis found that psychosocial interventions had an effect size of 1.14 and the reduction in depressive symptoms was maintained over time. On the other hand, the meta-analysis reported that pharmacological treatments did not lead to significant symptom reduction and had an effect size of 0.19.&lt;ref&gt;{{Cite journal|last=Michael|first=Kurt D|last2=Crowley|first2=Susan L|title=How effective are treatments for child and adolescent depression?|url=https://doi.org/10.1016/S0272-7358(01)00089-7|journal=Clinical Psychology Review|volume=22|issue=2|pages=247–269|doi=10.1016/s0272-7358(01)00089-7}}&lt;/ref&gt; Additionally, medications such as Selective Serotonin Reuptake Inhibitors (SSRIs) have presented concerns about increasing suicidality and harmful behavior.&lt;ref&gt;{{Cite journal|last=Jane Garland|first=E.|last2=Kutcher|first2=Stan|last3=Virani|first3=Adil|last4=Elbe|first4=Dean|date=2016|title=Update on the Use of SSRIs and SNRIs with Children and Adolescents in Clinical Practice|url=https://www.ncbi.nlm.nih.gov/pubmed/27047551|journal=Journal of the Canadian Academy of Child and Adolescent Psychiatry = Journal De l'Academie Canadienne De Psychiatrie De L'enfant Et De L'adolescent|volume=25|issue=1|pages=4–10|issn=1719-8429|pmc=PMC4791100|pmid=27047551}}&lt;/ref&gt; One of the most commonly used psychosocial interventions is cognitive behavioral therapy, which consists of individual or group sessions in which the provider helps the client address cognitive distortions and maladaptive thinking patterns that contribute to the maintenance of depressive thoughts.&lt;ref&gt;{{Cite journal|last=Driessen|first=Ellen|last2=Hollon|first2=Steven D.|title=Cognitive Behavioral Therapy for Mood Disorders: Efficacy, Moderators and Mediators|url=http://linkinghub.elsevier.com/retrieve/pii/S0193953X1000047X|journal=Psychiatric Clinics of North America|volume=33|issue=3|pages=537–555|doi=10.1016/j.psc.2010.04.005}}&lt;/ref&gt;

* Please refer to the page on adolescent [https://www.aacap.org/aacap/Families_and_Youth/Resource_Centers/Depression_Resource_Center/Home.aspx depression] for more information on available treatment for adolescent depression or go to [http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/sadness-hopelessness-and-depression/ Effective Child Therapy] for a curated resource on effective treatments for adolescent depression.

=='''External Resources'''==

# [http://apps.who.int/classifications/icd10/browse/2010/en#/F33 ICD-10 diagnostic criteria]
# [https://en.wikiversity.org/w/index.php?title=Helping_Give_Away_Psychological_Science/Resources/Annotated_List_of_Where_and_How_to_Find_a_Therapist&amp;wteswitched=1#Other_low-cost_options Find-a-Therapist] (a curated list of find-a-therapist websites where you can find a provider)
# [https://www.nimh.nih.gov/health/publications/teen-depression/index.shtml NIMH] (information about adolescent depression)
# [https://www.hopkinsmedicine.org/psychiatry/specialty_areas/moods/ADAP/docs/ADAP-Booklet_FINAL.pdf John's Hopkins Resource Guide] (a guide about adolescent depression, treatment, and more)
# OMIM (Online Mendelian Inheritance in Man)
## [https://www.omim.org/entry/608516 608516]
## [https://www.omim.org/entry/608520 608520]
## [https://www.omim.org/entry/608691 608691]
# [https://emedicine.medscape.com/article/286759-overview eMedicine entry for adult depression]
#[http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/sadness-hopelessness-and-depression/ Effective Child Therapy]
##Effective Child Therapy is a website sponsored by Division 53 of the American Psychological Association (APA), or The [https://sccap53.org Society of Clinical Child and Adolescent Psychology] (SCCAP), in collaboration with the Association for Behavioral and Cognitive Therapies (ABCT). Use for information on symptoms and available treatments.

== '''References''' ==
{{collapse top|Click here for references}}
{{Reflist|30em}}

[[Category:Psychological disorder portfolios|{{SUBPAGENAME}}]]
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      <sha1>errtitxv9u5a9jf6yvanedzo5cxhxwb</sha1>
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      <timestamp>2022-07-21T23:07:41Z</timestamp>
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        <username>JBondareva3x7</username>
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{{medical disclaimer}}
{{:{{BASEPAGENAME}}/Sidebar}}
==[[Evidence based assessment/Portfolio template/What is a &quot;portfolio&quot;|'''What is a &quot;portfolio&quot;?''']]==
For background information on what assessment portfolios are, click the link in the heading above.

Want even '''more''' information about this topic? There's an extended version of this page [[Evidence-based assessment/Depression in youth (assessment portfolio)/extended version|here]].

==[[Evidence based assessment/Preparation phase|'''Preparation phase''']]==

===Diagnostic criteria for depression in youth ===
{{blockquotetop}}'''ICD-11 Diagnostic Criteria'''
*Depressive Disorders
**Depressive disorders are characterized by depressive mood (e.g., sad, irritable, empty) or loss of pleasure accompanied by other cognitive, behavioural, or neurovegetative symptoms that significantly affect the individual’s ability to function. A depressive disorder should not be diagnosed in individuals who have ever experienced a manic, mixed or hypomanic episode, which would indicate the presence of a bipolar disorder.
*Single Episode Depressive Disorder
**Single episode depressive disorder is characterized by the presence or history of one depressive episode when there is no history of prior depressive episodes. A depressive episode is characterized by a period of almost daily depressed mood or diminished interest in activities lasting at least two weeks accompanied by other symptoms such as difficulty concentrating, feelings of worthlessness or excessive or inappropriate guilt, hopelessness, recurrent thoughts of death or suicide, changes in appetite or sleep, psychomotor agitation or retardation, and reduced energy or fatigue. There have never been any prior manic, hypomanic, or mixed episodes, which would indicate the presence of a bipolar disorder.
***Note: The ICD-11 lists 10 additional subcategories of single episode depressive disorder. They can be found [https://icd.who.int/browse11/l-m/en#/http%3a%2f%2fid.who.int%2ficd%2fentity%2f578635574 here].
*Recurrent Depressive Disorder
**Recurrent depressive disorder is characterized by a history or at least two depressive episodes separated by at least several months without significant mood disturbance. A depressive episode is characterized by a period of almost daily depressed mood or diminished interest in activities lasting at least two weeks accompanied by other symptoms such as difficulty concentrating, feelings of worthlessness or excessive or inappropriate guilt, hopelessness, recurrent thoughts of death or suicide, changes in appetite or sleep, psychomotor agitation or retardation, and reduced energy or fatigue. There have never been any prior manic, hypomanic, or mixed episodes, which would indicate the presence of a Bipolar disorder.
***Note: The ICD-11 lists 10 additional subcategories of recurrent depressive disorder. They can be found [https://icd.who.int/browse11/l-m/en#/http%3a%2f%2fid.who.int%2ficd%2fentity%2f1194756772 here].
*Dysthymic Disorder
**Dysthymic disorder is characterized by a persistent depressive mood (i.e., lasting 2 years or more), for most of the day, for more days than not. In children and adolescents depressed mood can manifest as pervasive irritability.The depressed mood is accompanied by additional symptoms such as markedly diminished interest or pleasure in activities, reduced concentration and attention or indecisiveness, low self-worth or excessive or inappropriate guilt, hopelessness about the future, disturbed sleep or increased sleep, diminished or increased appetite, or low energy or fatigue. During the first 2 years of the disorder, there has never been a 2-week period during which the number and duration of symptoms were sufficient to meet the diagnostic requirements for a Depressive Episode. There is no history of Manic, Mixed, or Hypomanic Episodes.
*Mixed Depressive and Anxiety Disorder
**Mixed depressive and anxiety disorder is characterized by symptoms of both anxiety and depression more days than not for a period of two weeks or more. Neither set of symptoms, considered separately, is sufficiently severe, numerous, or persistent to justify a diagnosis of a depressive episode, dysthymia or an anxiety and fear-related disorder. Depressed mood or diminished interest in activities must be present accompanied by additional depressive symptoms as well as multiple symptoms of anxiety. The symptoms result in significant distress or significant impairment in personal, family, social, educational, occupational or other important areas of functioning. There have never been any prior manic, hypomanic, or mixed episodes, which would indicate the presence of a bipolar disorder.
#
==== Changes in DSM-5 ====
* The diagnostic criteria for depressive disorders changed slightly from  [[DSM-IV]] to [[w:Diagnostic_and_Statistical_Manual_of_Mental_Disorders#DSM-IV-TR_.282000.29|DSM-5-TR]]. Summaries are available [https://psychiatry.org/psychiatrists/practice/dsm/updates-to-dsm/updates-to-dsm-5-tr-criteria-text here] and [[w:DSM-5|here]].
{{blockquotebottom}}

===Base rates of adolescent depression in different clinical settings===
This section describes the demographic setting of the population(s) sampled, base rates of diagnosis, country/region sampled, and the diagnostic method that was used. Using this information, clinicians will be able to anchor the rates of adolescent depression that they are likely to see in their clinical practices.

* '''''To find prevalence rates across multiple disorders,''''' [[Evidence based assessment/Preparation phase#Base rates for transdiagnostic comparison|click here.]]

{| class=&quot;wikitable&quot;
|-
! Demography 
! Setting !! Base Rate !! Diagnostic Method
!Best Recommended For
|-
| French general practitioner network 
| Children and adolescents attending primary care&lt;ref name=&quot;MathetEtAl2002&quot;&gt;{{cite journal|last1=Mathet|first1=F|last2=Martin-Guehl|first2=C|last3=Maurice-Tison|first3=S|last4=Bouvard|first4=MP|date=2002|title=Prevalence of depressive disorders in children and adolescents attending primary care. A survey with the Aquitaine Sentinelle Network.|journal=L'Encephale|volume=29|issue=5|pages=391-400|pmid=14615688}}&lt;/ref&gt; (2002) || 5.0% || CES-D, CBCL, Kiddie Schedule for Affective Disorders and Schizophrenia - Present and Lifetime Version (KSADS-PL) &lt;sup&gt;y&lt;/sup&gt;
|
|-
| All of U.S.A. 
| National Comorbidity Survey-Adolescent (ages 13-18)&lt;ref name=&quot;MerikangasEtAl2010&quot;&gt;{{cite journal|last1=Merikangas|first1=KR|last2=He|first2=JP|last3=Burstein|first3=M|last4=Swanson|first4=SA|last5=Avenevoli|first5=S|last6=Cui|first6=L|last7=Benjet|first7=C|last8=Georgiades|first8=K|last9=Swendsen|first9=J|date=October 2010|title=Lifetime prevalence of mental disorders in U.S. adolescents: results from the National Comorbidity Survey Replication--Adolescent Supplement (NCS-A).|journal=Journal of the American Academy of Child and Adolescent Psychiatry|volume=49|issue=10|pages=980-9|pmid=20855043}}&lt;/ref&gt; (2010) || 6.9%-15.4% || National Comorbidity Survey-Adolescent (NCS-A) Interview Schedule &lt;sup&gt;p, y&lt;/sup&gt;
|
|-
| North Carolina 
| Great Smoky Mountains Study: Community Sample (ages 9-13) (1997)&lt;ref name=&quot;CostelloEtAl1997&quot;&gt;{{cite journal|last1=Costello|first1=EJ|last2=Farmer|first2=EM|last3=Angold|first3=A|last4=Burns|first4=BJ|last5=Erkanli|first5=A|date=May 1997|title=Psychiatric disorders among American Indian and white youth in Appalachia: the Great Smoky Mountains Study.|journal=American journal of public health|volume=87|issue=5|pages=827-32|pmid=9184514}}&lt;/ref&gt;|| .03-1.45% || CAPA = Child and Adolescent Psychiatric Assessment&lt;ref&gt;{{Cite journal|last=Angold|first=A.|last2=Costello|first2=E. J.|date=2000-1|title=The Child and Adolescent Psychiatric Assessment (CAPA)|url=https://www.ncbi.nlm.nih.gov/pubmed/10638066|journal=Journal of the American Academy of Child and Adolescent Psychiatry|volume=39|issue=1|pages=39–48|doi=10.1097/00004583-200001000-00015|issn=0890-8567|pmid=10638066}}&lt;/ref&gt;
|
|-
| All of U.S.A. 
| Acute psychiatric hospitalizations in 2009-2010 children (under the age of 15) (Blader &amp; Carlson, 2010) || 13% || Centers for Disease Control survey of discharge diagnoses
|
|-
| Northwestern U.S.A. high school 
| High school students (1993)&lt;ref name=&quot;LewinsohnEtAl1993&quot;&gt;{{cite journal|last1=Lewinsohn|first1=PM|last2=Hops|first2=H|last3=Roberts|first3=RE|last4=Seeley|first4=JR|last5=Andrews|first5=JA|date=February 1993|title=Adolescent psychopathology: I. Prevalence and incidence of depression and other DSM-III-R disorders in high school students.|journal=Journal of abnormal psychology|volume=102|issue=1|pages=133-44|pmid=8436689}}&lt;/ref&gt;|| 9.6% || KSADS
|
|-
| All of U.S.A. 
| Gender differences, males and females, respectively (2010)&lt;ref name=&quot;MerikangasEtAl2010&quot; /&gt;|| 7.5%-15% || NCS-A Interview Schedule &lt;sup&gt;p, y &lt;/sup&gt;
|
|-
| Varied 
| Meta-analysis, adolescents 13 to 18 years (2006)&lt;ref name=&quot;CostelloEtAl2006&quot;&gt;{{cite journal|last1=Costello|first1=EJ|last2=Erkanli|first2=A|last3=Angold|first3=A|date=December 2006|title=Is there an epidemic of child or adolescent depression?|journal=Journal of child psychology and psychiatry, and allied disciplines|volume=47|issue=12|pages=1263-71|pmid=17176381}}&lt;/ref&gt;|| 5.7% || DISC, CIDI, SDI, K-SADS, CAS, CAPA, IOW, DAWBA
|
|-
| All of U.S.A. 
| National Comorbidity Survey-Adolescent Supplement (NCS-A) (2015)&lt;ref name=&quot;AvenevoliEtAl2015&quot;&gt;{{cite journal|last1=Avenevoli|first1=S|last2=Swendsen|first2=J|last3=He|first3=JP|last4=Burstein|first4=M|last5=Merikangas|first5=KR|date=January 2015|title=Major depression in the national comorbidity survey-adolescent supplement: prevalence, correlates, and treatment.|journal=Journal of the American Academy of Child and Adolescent Psychiatry|volume=54|issue=1|pages=37-44.e2|pmid=25524788}}&lt;/ref&gt;|| 11.0% || CIDI 
|
|-
| American middle school 
| Ethnically diverse sample of middle school (Grades 6-8) students (1997)&lt;ref name=&quot;RobertsEtAl1997&quot;&gt;{{cite journal|last1=Roberts|first1=RE|last2=Roberts|first2=CR|last3=Chen|first3=YR|date=February 1997|title=Ethnocultural differences in prevalence of adolescent depression.|journal=American journal of community psychology|volume=25|issue=1|pages=95-110|pmid=9231998}}&lt;/ref&gt;|| 1.9% (Chinese descent) to 6.6% (Mexican descent) || DISC
|
|-
|American public school
|High school freshman in public school (2009)&lt;ref&gt;{{Cite journal|last=Goyal|first=Sunil|last2=Srivastava|first2=Kalpana|last3=Bansal|first3=Vivek|date=2009-01-01|title=Study of prevalence of depression in adolescent students of a public school|url=http://www.industrialpsychiatry.org/text.asp?2009/18/1/43/57859|journal=Industrial Psychiatry Journal|language=en|volume=18|issue=1|doi=10.4103/0972-6748.57859}}&lt;/ref&gt;
|18.4%
|GHQ-12 and BDI
|
|-
|Cross-sectional sample of socioeconomic groups
|Adolescents 12-17 (2016)&lt;ref&gt;{{Cite journal|last=Mojtabai|first=Ramin|last2=Olfson|first2=Mark|last3=Han|first3=Beth|date=2016-12-01|title=National Trends in the Prevalence and Treatment of Depression in Adolescents and Young Adults|url=http://pediatrics.aappublications.org/content/138/6/e20161878|journal=Pediatrics|language=en|volume=138|issue=6|pages=e20161878|doi=10.1542/peds.2016-1878|issn=0031-4005|pmid=27940701}}&lt;/ref&gt;
|increased from 8.7% in 2005 to 11.3% in 2014 
|NCS-Replication
|
|-
|Epidemiological (CDC)
|
|2.1%&lt;ref name=&quot;:02&quot;&gt;{{Cite journal|last=Perou|first=Ruth|last2=Bitsko|first2=Rebecca H.|last3=Blumberg|first3=Stephen J.|last4=Pastor|first4=Patricia|last5=Ghandour|first5=Reem M.|last6=Gfroerer|first6=Joseph C.|last7=Hedden|first7=Sarra L.|last8=Crosby|first8=Alex E.|last9=Visser|first9=Susanna N.|date=2013-05-17|title=Mental health surveillance among children--United States, 2005-2011|url=https://www.ncbi.nlm.nih.gov/pubmed/23677130|journal=MMWR supplements|volume=62|issue=2|pages=1–35|issn=2380-8942|pmid=23677130}}&lt;/ref&gt;
|
|
|}

&lt;sup&gt;p&lt;/sup&gt;:Parent interviewed as component of diagnostic assessment; &lt;sup&gt;y&lt;/sup&gt;:youth interviewed as part of diagnostic assessment.

==[[Evidence based assessment/Prediction phase|'''Prediction phase''']]==

=== Psychometric properties of screening instruments for adolescent depression ===
The following section contains a list of screening and diagnostic instruments for adolescent depression. The section includes administration information, psychometric data, and PDFs or links to the screenings. 
* Screenings are used as part of the [[Evidence based assessment/Prediction phase|prediction phase]] of assessment; for more information on interpretation of this data, or how screenings fit in to the assessment process, [[Evidence based assessment/Prediction phase|'''click here''']]. 
* '''''For a list of more broadly-reaching screening instruments, [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prediction_phase&amp;wteswitched=1#Common_screening_instruments click here.]'''''

{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
! colspan=&quot;5&quot; |Screening instruments for adolescent depression
|-
! Measure
! Format (Reporter)
! Age Range
! Administration/
Completion Time
!Where to Access
|-
|[[wikipedia:The_Mood_and_Feelings_Questionnaire|Mood and Feelings Questionnaire]] (MFQ) 
| Self-report
| 6-17
| 5-10 minutes&lt;ref&gt;{{Cite web|url=http://www.cebc4cw.org/assessment-tool/mood-and-feelings-questionnaire-mfq/|title=CEBC » Assessment Tool › Mood And Feelings Questionnaire Mfq|website=www.cebc4cw.org|language=en|accessdate=2018-03-01}}&lt;/ref&gt;
|
* [https://mfr.osf.io/render?url=https://osf.io/enx4b/?action=download%26mode=render Child Self Report - long version]
* [https://mfr.osf.io/render?url=https://osf.io/mcg5w/?action=download%26mode=render Child Self Report - short version]
* [https://mfr.osf.io/render?url=https://osf.io/cw27p/?action=download%26mode=render Parent Report on Child - long version]
* [https://mfr.osf.io/render?url=https://osf.io/kybr4/?action=download%26mode=render Parent Report on Child - short version]
* [https://mfr.osf.io/render?url=https://osf.io/sb5xw/?action=download%26mode=render Adult Self-Report - long version]
* [https://mfr.osf.io/render?url=https://osf.io/xa7v6/?action=download%26mode=render Adult Self-Report - short version]
|-
|Revised Children’s Anxiety and Depression Scale (RCADS) &lt;ref&gt;{{Cite journal|last=Ebesutani|first=Chad|last2=Reise|first2=Steven P.|last3=Chorpita|first3=Bruce F.|last4=Ale|first4=Chelsea|last5=Regan|first5=Jennifer|last6=Young|first6=John|last7=Higa-McMillan|first7=Charmaine|last8=Weisz|first8=John R.|date=2012|title=The Revised Child Anxiety and Depression Scale-Short Version: Scale reduction via exploratory bifactor modeling of the broad anxiety factor.|url=http://doi.apa.org/getdoi.cfm?doi=10.1037/a0027283|journal=Psychological Assessment|language=en|volume=24|issue=4|pages=833–845|doi=10.1037/a0027283|issn=1939-134X}}&lt;/ref&gt;
|Questionnaire (Child)
|6-18
|12 minutes
|
*[http://www.corc.uk.net/outcome-experience-measures/revised-childrens-anxiety-and-depression-scale-and-subscales/ RCADS homepage]

'''PDFs for RCADS'''

*[https://mfr.osf.io/render?url=https://osf.io/s3fu2/?action=download%26mode=render RCADS Child Self-reported (8-18 years)]
*[https://mfr.osf.io/render?url=https://osf.io/fp9mk/?action=download%26mode=render RCADS Parent-reported]
*[https://mfr.osf.io/render?url=https://osf.io/vy7ta/?action=download%26mode=render Child Scoring Aid]
*[https://mfr.osf.io/render?url=https://osf.io/t4bz6/?action=download%26mode=render Parent Scoring Aid]

'''Subscales'''

*[https://mfr.osf.io/render?url=https://osf.io/za8we/?action=download%26mode=render Depression Self-reported]

*[https://mfr.osf.io/render?url=https://osf.io/nezbk/?action=download%26mode=render Depression Parent-reported]

'''Translations'''

'''[https://mfr.osf.io/render?url=https://osf.io/qsjh9/?action=download%26mode=render User Guide]'''
|}

'''Note:''' L = Less than adequate; A = Adequate; G = Good; E = Excellent; U = Unavailable; NA = Not applicable

=== Likelihood ratios and AUCs of screening measures for adolescent depression ===
{| class=&quot;wikitable sortable&quot;
|-
! Screening Measure (Primary Reference) !! AUC !! LR+ (score) !! LR- (score) !! Clinical Generalizability
!Download
|- 
|WHO-Five Well-being Index (WHO-5) [http://www.ncbi.nlm.nih.gov/pubmed/12830302 3]&lt;ref name=&quot;BechEtAl2003&quot;&gt;{{cite journal|last1=Bech|first1=P|last2=Olsen|first2=LR|last3=Kjoller|first3=M|last4=Rasmussen|first4=NK|title=Measuring well-being rather than the absence of distress symptoms: a comparison of the SF-36 Mental Health subscale and the WHO-Five Well-Being Scale.|journal=International journal of methods in psychiatric research|date=2003|volume=12|issue=2|pages=85-91|pmid=12830302}}&lt;/ref&gt;&lt;ref name=&quot;ChristensenEtAl2015&quot;&gt;{{cite journal|last1=Christensen|first1=KS|last2=Haugen|first2=W|last3=Sirpal|first3=MK|last4=Haavet|first4=OR|date=June 2015|title=Diagnosis of depressed young people--criterion validity of WHO-5 and HSCL-6 in Denmark and Norway.|journal=Family practice|volume=32|issue=3|pages=359-63|pmid=25800246}}&lt;/ref&gt;|| .885 (N=294) || 4.40 (raw score 11+) || .15 (raw score ≤) || General sample of adolescents from Norway and Denmark 
|Link to free download:

[https://www.psykiatri-regionh.dk/who-5/Documents/WHO5_English.pdf WHO-5]
|-
|Hopkins Symptom Checklist-10 (HSCL-10) (short version of SCL-90)&lt;ref name=&quot;HaavetEtAl2007&quot;&gt;{{cite journal|last1=Haavet|first1=OR|last2=Christensen|first2=KS|last3=Sirpal|first3=MK|last4=Haugen|first4=W|title=Diagnosis of depression among adolescents--a clinical validation study of key questions and questionnaire.|journal=BMC family practice|date=13 July 2007|volume=8|pages=41|pmid=17626643}}&lt;/ref&gt; &lt;ref name=&quot;HaavetEtAl2011&quot;&gt;{{cite journal|last1=Haavet|first1=OR|last2=Sirpal|first2=MK|last3=Haugen|first3=W|last4=Christensen|first4=KS|date=April 2011|title=Diagnosis of depressed young people in primary health care--a validation of HSCL-10.|journal=Family practice|volume=28|issue=2|pages=233-7|pmid=20937663}}&lt;/ref&gt;|| .8862 (N=294) || Boys: 7.2, Girls:3.2 (raw score 16/10) || Boys:.14, Girls:.17 (raw score ≤) || General sample of adolescents from Norway and Denmark 
|
|-
|6-item Kutcher Adolescent Depression Scale (KADS)&lt;ref name=&quot;LeBlancEtAl2002&quot;&gt;{{cite journal|last1=LeBlanc|first1=JC|last2=Almudevar|first2=A|last3=Brooks|first3=SJ|last4=Kutcher|first4=S|title=Screening for adolescent depression: comparison of the Kutcher Adolescent Depression Scale with the Beck depression inventory.|journal=Journal of child and adolescent psychopharmacology|date=2002|volume=12|issue=2|pages=113-26|pmid=12188980}}&lt;/ref&gt; &lt;ref name=&quot;LeBlancEtAl2002&quot; /&gt;|| .89 (N=309) || 3.17 (raw score 6) || .11 (raw score ≤) ||
|Link to free download:
[http://teenmentalhealth.org/wp-content/uploads/2014/09/6-KADS.pdf KADS] 
|-
|}

=== Interpreting depression screening measure scores ===
For information on interpreting screening measure scores, click [[Evidence based assessment/Prediction phase#Interpreting screening measure scores|here.]]

==[[Evidence based assessment/Prescription phase|'''Prescription phase''']]==
===Gold standard diagnostic interviews===
* For a list of broad-reaching diagnostic interviews sortable by disorder with PDFs (if applicable), [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prescription_phase&amp;wteswitched=1#Common_Diagnostic_Interviews click here.]

===Diagnostic instruments specific for adolescent depression ===
{| class=&quot;wikitable&quot;
! colspan=&quot;9&quot; |Diagnostic instruments for adolescent depression
|-
!Measure
!Informant
!Parent Version  (Age)
!Youth Version  (Age)
!Format of Item  Administration
!Format of  Response Style
!Cost and Access
!Administration  Time (for full interview in minutes)
!Rater Qualifications and Training
|-
|Child and Adolescent Psychiatric Assessment (CAPA)&lt;ref&gt;{{Cite journal|last=Angold|first=Adrian|last2=Costello|first2=E. Jane|date=2000-1|title=The Child and Adolescent Psychiatric Assessment (CAPA)|url=https://linkinghub.elsevier.com/retrieve/pii/S0890856709660998|journal=Journal of the American Academy of Child &amp; Adolescent Psychiatry|language=en|volume=39|issue=1|pages=39–48|doi=10.1097/00004583-200001000-00015}}&lt;/ref&gt;
|Parent and Child
|9-18
|9-18
|Structured with the option for additional semi-structured inquires
|Close-Ended  (Y/N)

Mix of  Close-Ended (Likert) and Open-Ended
|Information available through the Developmental Epidemiology Center at Duke University
|60-120 
|Bachelor’s degree plus required training by individuals trained on this interview (Angold &amp; Costello, 2000)
|-
|Children’s Interview for Psychiatric Syndromes (ChIPS)&lt;ref&gt;{{Cite journal|last=Weller|first=Elizabeth B.|last2=Weller|first2=Ronald A.|last3=Fristad|first3=Mary A.|last4=Rooney|first4=Marijo Teare|last5=Schecter|first5=Jennifer|date=2000-1|title=Children's Interview for Psychiatric Syndromes (ChIPS)|url=https://linkinghub.elsevier.com/retrieve/pii/S0890856709661037|journal=Journal of the American Academy of Child &amp; Adolescent Psychiatry|language=en|volume=39|issue=1|pages=76–84|doi=10.1097/00004583-200001000-00019}}&lt;/ref&gt;
|Parent or Child
|6-18
|6-18
|Structured with the option for additional semi-structured inquires
|Close-Ended  (Y/N)
|Approximately $90; Available through various retailers
|20-50
|Trained lay person supervised by a licensed clinician. Administration manual includes training materials. (Weller, Weller, Fristad, Rooney, &amp; Schecter,  2000)
|-
|Diagnostic Individual Schedule for Children IV (DISC-IV)&lt;ref&gt;{{Cite journal|last=Shaffer|first=David|last2=Fisher|first2=Prudence|last3=Lucas|first3=Christopher P.|last4=Dulcan|first4=Mina K.|last5=Schwab-Stone|first5=Mary E.|date=2000-1|title=NIMH Diagnostic Interview Schedule for Children Version IV (NIMH DISC-IV): Description, Differences From Previous Versions, and Reliability of Some Common Diagnoses|url=https://linkinghub.elsevier.com/retrieve/pii/S0890856709660986|journal=Journal of the American Academy of Child &amp; Adolescent Psychiatry|language=en|volume=39|issue=1|pages=28–38|doi=10.1097/00004583-200001000-00014}}&lt;/ref&gt;
|Parent or Child
|6-17
|9-17
|Structured
|Close-Ended  (Y/N)
|Ranges from  $150-$2000 per computer installation; Charge for paper version is minimal to  cover copying and mailing expenses; email disc@worldnet.att.net
|90-120
|Lay person with  supervision by a licensed clinician. Training is strongly recommended. Details on training available by contacting [[Mailto:disc@worldnet.att.net|disc@worldnet.att.net]] 

(“NIMH  Diagnostic Interview Schedule for Children Version IV (NIMH DISC-IV):  description, differences from previous versions, and reliability of some... -  PubMed - NCBI,” n.d.)
|-
|[[wikipedia:Kiddie_Schedule_for_Affective_Disorders_and_Schizophrenia|K-SADS-PL 2009]]
|Parent and Child
|6-18
|6-18
|Semi-Structured
|Close-Ended  (Likert) and Open-Ended
|Free for download and use if specific criteria met
|90
|Trained professional; Training is required
|-
|Mini-International  Neuropsychiatric Interview for Children and Adolescents (MINI-KIDS)
|Parent or Child
|6-17
|13-17
|Structured 
|Close-Ended  (Y/N)
|Free for download and use if specific criteria met
|15-50 minutes
|Trained lay person supervised by a licensed clinician. Training by licensed clinician is recommended. 

&lt;nowiki&gt;http://harmresearch.org/index.php/mini-international-neuropsychiatric-interview-mini/&lt;/nowiki&gt;  

(Sheehan et al., 1998)
|-
|[[wikipedia:Patient_Health_Questionnaire|Patient Health Questionnaire 9 (PHQ-9)]] 
|Self
|18+
|
|Self Report 
|Close-Ended (Likert) 
|Free for download and use if specific criteria met
|3-5 minutes
|No training required. Available for free online [https://www.phqscreeners.com/select-screener/36 here]
|}

===Severity scales for adolescent depression===
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
! colspan=&quot;7&quot; |Diagnostic instruments for adolescent d'''epression'''
|-
! Measure
!Informant
! Format (Reporter)
! Age Range
! Administration/
Completion Time
! Highly Recommended
!Free and Accessible Measures
|-
| Children's Depression Rating Scale - Revised (CDRS-R)
|Parent
| Structured Interview&lt;ref name=&quot;:4&quot;&gt;{{Cite journal|last=Mayes|first=Taryn L.|last2=Bernstein|first2=Ira H.|last3=Haley|first3=Charlotte L.|last4=Kennard|first4=Betsy D.|last5=Emslie|first5=Graham J.|date=2010-12|title=Psychometric Properties of the Children's Depression Rating Scale–Revised in Adolescents|url=https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3003451/|journal=Journal of Child and Adolescent Psychopharmacology|volume=20|issue=6|pages=513–516|doi=10.1089/cap.2010.0063|issn=1044-5463|pmc=PMC3003451|pmid=21186970}}&lt;/ref&gt;
| 6-12
| 15-20 minutes
| X, GATW2
|
* Link to purchase [https://www.wpspublish.com/store/p/2703/cdrs-r-children-s-depression-rating-scale-revised#purchase-product CDRS-R]
*[http://www.opapc.com/uploads/documents/CDRS-R.pdf PDF] (excerpt)
|-
| Children's Depression Inventory 2 (CDI-2)
|Youth and Parent
|Questionnaire
|7-17
|15-20 minutes
| GATW2
|
* Link to purchase [https://www.pearsonassessments.com CDI] 
|-
|Reynolds Child Depression Scale 2 (RCDS-2)
|Youth
|Questionnaire
|7-13
|5-10 minutes
|
|
* Link to purchase [https://www.parinc.com/products/pkey/354 RCDS-2]
|-
|Reynolds Adolescent Depression Scale 2 (RADS-2)
|Youth
|Questionnaire
|13-17
|5-10  minutes
|GATW2
|
* Link to purchase [https://www.parinc.com/products/pkey/348 RADS-2] 
|-
|Revised Children's Anxiety and Depression Scale (RCADS)
|Youth
|Questionnaire 
|6-18
|12 minutes
|X
|
* Link to download [https://www.corc.uk.net/outcome-experience-measures/revised-childrens-anxiety-and-depression-scale-and-subscales/ RCADS]
|-
|Schedule for Affective Disorders and Schizophrenia for School Aged Children (K-SADS)
|Youth
|semi-structured interview
|6-18
|~15 minutes
|Yes
|
* Link to free download [https://www.kennedykrieger.org/sites/default/files/library/documents/faculty/ksads-dsm-5-screener.pdf]
|}
'''Note:''' '''L''' = Less than adequate; '''A''' = Adequate; '''G''' = Good; '''E''' = Excellent; '''U''' = Unavailable; '''NA''' = Not applicable

==[[Evidence based assessment/Process phase|'''Process phase''']]==
The following section contains a brief overview of treatment options for depression and a list of process and outcome measures for adolescent depression. The section includes benchmarks based on published norms and on mood samples for several outcome and severity measures, as well as information about commonly used process measures. Process and outcome measures are used as part of the [[Evidence based assessment/Process phase|process phase]] of assessment. For more information on differences between process and outcome measures, see the page on the [[Evidence based assessment/Process phase|process phase of assessment]].

=== Process measures ===
{{blockquotetop}}
'''A.  Mood and Energy Thermometer''' 
&amp;nbsp;This is an improved and practical way of monitoring complex mood cycles and daily schedules. Given that some clinicians and patients may get confused about different 1 to 10 scales (e.g., a 10 could mean extreme depression or extreme mania or no depression), the Mood &amp; Energy Thermometer improves the language in communicating (and monitoring) mood. Moreover, many children report their energy levels more accurately than their moods and therefore, energy levels are incorporated into the mood rating. The Mood &amp; Energy Thermometer that was developed at Western Psychiatric Institute and Clinic (WPIC; and used in about 400 kids) rates mania and increased energy on a 1 to 10 scale, rates depression and tiredness on a -1 to -10 scale, and attempts to form a common language between patients, families, and clinicians. This scale also takes into account the amount of time spent depressed or manic; for example, -4 would mean “mild depression” and “mild tiredness” present ≥50% of the time, and -3 would mean “mild depression” and “mild tiredness” present &lt; 50% of the time. The inclusion of measuring energy levels is consistent with the DSM-5, as energy level is now included in the DSM-5 as a main mood symptom criterion. Bipolar track patients (whether they experienced mania, depression, or mixed features) rated their (Q: is the parent rating his/her own moods/energy, or his/her child's?) mood and energy levels every day on this scale, and a master’s-level clinician met with them on a daily basis to help them better identify and record their mood symptoms, which has significant clinical value not only for treatment but also to prevent future episodes.&lt;ref name=&quot;:3&quot;&gt;{{Cite web|url=http://pediatricbipolar.pitt.edu/resources/instruments|title=Instruments {{!}} CABS {{!}} University of Pittsburgh|website=pediatricbipolar.pitt.edu|language=en|access-date=2018-05-31}}&lt;/ref&gt;

*[https://mfr.osf.io/render?url=https://osf.io/p4a8s/?action=download%26mode=render Mood and Energy Thermometer]&lt;ref name=&quot;:3&quot; /&gt;

*[https://mfr.osf.io/render?url=https://osf.io/upe2a/?action=download%26mode=render Mood and Energy Thermometer with Anger and Anxiety (with recording/monitoring card)]&lt;ref name=&quot;:3&quot; /&gt;

*[https://mfr.osf.io/render?url=https://osf.io/d2fge/?action=download%26mode=render Mood and Energy Thermometer with Anger and Anxiety - Simplified Version]&lt;ref name=&quot;:3&quot; /&gt;
'''B.  Life Charts'''
* To learn more about how life charts can be used with adolescent depression, [http://www.bipolarnews.org/Life%20Charting%20Description.htm see here]
* [https://mfr.osf.io/render?url=https://osf.io/amq6k/?action=download%26mode=render Life Charts for Depression and Bipolar]
{{blockquotebottom}}
=== Outcome and severity measures ===
* This table includes clinically significant benchmarks for '''Depression in Youth''' specific outcome measures
* Information on how to interpret this table can be [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Process_phase found here].
* Additionally, these [[Evidence based assessment/Vignettes|vignettes]] might be helpful resources for understanding appropriate adaptations of outcome measures in practice.
*''&lt;u&gt;For clinically significant change benchmarks for the CBCL, YSR, and TRF total, externalizing, internalizing, and attention benchmarks,&lt;/u&gt;'' [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Process_phase&amp;wteswitched=1#Clinically_significant_change_benchmarks_for_widely-used_outcome_measures see here.]
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
| colspan=&quot;8&quot; |'''Clinically significant change benchmarks with common instruments for adolescent depression'''
|-
| rowspan=&quot;1&amp;quot;&quot; style=&quot;text-align:center;font-size:130%;&quot; | &lt;b&gt; Measure&lt;/b&gt;
| style=&quot;text-align:center;font-size:130%;&quot; | &lt;b&gt;Subscale&lt;/b&gt;
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:130%&quot; width=&quot;300&quot; | &lt;b&gt; Cut-off scores&lt;/b&gt;
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:120%&quot; | &lt;b&gt; Critical Change &lt;br&gt; (unstandardized scores)&lt;/b&gt;
|-
| colspan=&quot;8&quot;  span style=&quot;font-size:110%; text-align:center;&quot; | &lt;b&gt; Benchmarks Based on Published Norms &lt;/b&gt;
|-
| colspan=&quot;2&quot; |
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; A&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; B&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; C&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; 95%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; 90%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; SE&lt;sub&gt;difference&lt;/sub&gt;&lt;/b&gt;
|-
| rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | &lt;b&gt;Beck Depression Inventory-II&lt;/b&gt;
| style=&quot;text-align:center;&quot;|
| style=&quot;text-align:center;&quot;| 4
| style=&quot;text-align:center;&quot;| 22
| style=&quot;text-align:center;&quot;| 15
| style=&quot;text-align:center;&quot;| 9
| style=&quot;text-align:center;&quot;| 8
| style=&quot;text-align:center;&quot;| 4.8
|-
| rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | &lt;b&gt; CBCL T-scores &lt;br&gt; (2001 Norms)&lt;/b&gt;
| style=&quot;text-align:right;&quot; | &lt;i&gt; Total&lt;/i&gt;
| style=&quot;text-align:center;&quot;| 49
| style=&quot;text-align:center;&quot;| 70
| style=&quot;text-align:center;&quot;| 58
| style=&quot;text-align:center;&quot;| 5
| style=&quot;text-align:center;&quot;| 4
| style=&quot;text-align:center;&quot;| 2.4
|-
| colspan=&quot;8&quot;  span style=&quot;font-size:110%; text-align:center;&quot; | &lt;b&gt; Benchmarks Based on Mood Samples &lt;/b&gt;
|-
| colspan=&quot;8&quot;  span style=&quot;font-size:100%; text-align:center;&quot; | &lt;b&gt;[http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.198.9176&amp;rep=rep1&amp;type=pdf Gracious et al., 2002]&lt;ref&gt;{{cite journal|last1=Gracious|first1=BL|last2=Youngstrom|first2=EA|last3=Findling|first3=RL|last4=Calabrese|first4=JR.|title=Discriminative validity of a parent version of the Young Mania Rating Scale.|journal=Journal of American Academy of Child and Adolescent Psychiatry|date=November 2002|volume=41|issue=11|url=http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.198.9176&amp;rep=rep1&amp;type=pdf|accessdate=10 February 2014}}&lt;/ref&gt;&lt;/b&gt;
|-
| rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | &lt;b&gt; Young Mania Rating Scale - Parent &lt;br&gt; (Full)&lt;/b&gt;
| style=&quot;text-align:center;&quot;| n/a
| style=&quot;text-align:center;&quot;| 5.2
| style=&quot;text-align:center;&quot;| 22.1
| style=&quot;text-align:center;&quot;| 14.4
| style=&quot;text-align:center;&quot;| 4.3
| style=&quot;text-align:center;&quot;| 3.6
| style=&quot;text-align:center;&quot;| 2
|-
| rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | &lt;b&gt; Young Mania Rating Scale - Parent &lt;br&gt; (Brief)&lt;/b&gt;
| style=&quot;text-align:center;&quot;| n/a
| style=&quot;text-align:center;&quot;| 6.8
| style=&quot;text-align:center;&quot;| 27.4
| style=&quot;text-align:center;&quot;| 17.5
| style=&quot;text-align:center;&quot;| 5
| style=&quot;text-align:center;&quot;| 4.2
| style=&quot;text-align:center;&quot;| 2.5
|}

'''4.1.b – Beck Depression Inventory- II, ages 13 and up'''&lt;ref&gt;'''Beck AT''', '''Steer RA''', '''Brown G'''. '''1996'''. ''Beck Depression Inventory''. San Antonio, TX: Harcourt Brace Educ. Meas. 2nd ed.&lt;/ref&gt;

'''4.1.c – KSADS Depression Rating Scale (Axelson, 2006)'''

'''4.1.d – Children’s Depression Rating Scale-Revised (CDRS-R; Elva et al., 1996)'''

'''4.1.e – Children’s Depression Inventory, ages 7-17 (CDI; Kovacs, 1992)'''

=== Treatment ===
For treatment of depression in youth, there are two main types of treatment: psychosocial interventions and medication. There has been significant controversy over the use of psychotropic medications with children and many studies have looked at the efficacy of medication, psychosocial interventions, or a combination of both.

One of the most effective treatments for depression in youth is psychosocial interventions, which has been shown to lead to substantial reduction in symptoms for children and adolescents. A recent meta-analysis found that psychosocial interventions had an effect size of 1.14 and the reduction in depressive symptoms was maintained over time. On the other hand, the meta-analysis reported that pharmacological treatments did not lead to significant symptom reduction and had an effect size of 0.19.&lt;ref&gt;{{Cite journal|last=Michael|first=Kurt D|last2=Crowley|first2=Susan L|title=How effective are treatments for child and adolescent depression?|url=https://doi.org/10.1016/S0272-7358(01)00089-7|journal=Clinical Psychology Review|volume=22|issue=2|pages=247–269|doi=10.1016/s0272-7358(01)00089-7}}&lt;/ref&gt; Additionally, medications such as Selective Serotonin Reuptake Inhibitors (SSRIs) have presented concerns about increasing suicidality and harmful behavior.&lt;ref&gt;{{Cite journal|last=Jane Garland|first=E.|last2=Kutcher|first2=Stan|last3=Virani|first3=Adil|last4=Elbe|first4=Dean|date=2016|title=Update on the Use of SSRIs and SNRIs with Children and Adolescents in Clinical Practice|url=https://www.ncbi.nlm.nih.gov/pubmed/27047551|journal=Journal of the Canadian Academy of Child and Adolescent Psychiatry = Journal De l'Academie Canadienne De Psychiatrie De L'enfant Et De L'adolescent|volume=25|issue=1|pages=4–10|issn=1719-8429|pmc=PMC4791100|pmid=27047551}}&lt;/ref&gt; One of the most commonly used psychosocial interventions is cognitive behavioral therapy, which consists of individual or group sessions in which the provider helps the client address cognitive distortions and maladaptive thinking patterns that contribute to the maintenance of depressive thoughts.&lt;ref&gt;{{Cite journal|last=Driessen|first=Ellen|last2=Hollon|first2=Steven D.|title=Cognitive Behavioral Therapy for Mood Disorders: Efficacy, Moderators and Mediators|url=http://linkinghub.elsevier.com/retrieve/pii/S0193953X1000047X|journal=Psychiatric Clinics of North America|volume=33|issue=3|pages=537–555|doi=10.1016/j.psc.2010.04.005}}&lt;/ref&gt;

* Please refer to the page on adolescent [https://www.aacap.org/aacap/Families_and_Youth/Resource_Centers/Depression_Resource_Center/Home.aspx depression] for more information on available treatment for adolescent depression or go to [http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/sadness-hopelessness-and-depression/ Effective Child Therapy] for a curated resource on effective treatments for adolescent depression.

=='''External Resources'''==

# [http://apps.who.int/classifications/icd10/browse/2010/en#/F33 ICD-10 diagnostic criteria]
# [https://en.wikiversity.org/w/index.php?title=Helping_Give_Away_Psychological_Science/Resources/Annotated_List_of_Where_and_How_to_Find_a_Therapist&amp;wteswitched=1#Other_low-cost_options Find-a-Therapist] (a curated list of find-a-therapist websites where you can find a provider)
# [https://www.nimh.nih.gov/health/publications/teen-depression/index.shtml NIMH] (information about adolescent depression)
# [https://www.hopkinsmedicine.org/psychiatry/specialty_areas/moods/ADAP/docs/ADAP-Booklet_FINAL.pdf John's Hopkins Resource Guide] (a guide about adolescent depression, treatment, and more)
# OMIM (Online Mendelian Inheritance in Man)
## [https://www.omim.org/entry/608516 608516]
## [https://www.omim.org/entry/608520 608520]
## [https://www.omim.org/entry/608691 608691]
# [https://emedicine.medscape.com/article/286759-overview eMedicine entry for adult depression]
#[http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/sadness-hopelessness-and-depression/ Effective Child Therapy]
##Effective Child Therapy is a website sponsored by Division 53 of the American Psychological Association (APA), or The [https://sccap53.org Society of Clinical Child and Adolescent Psychology] (SCCAP), in collaboration with the Association for Behavioral and Cognitive Therapies (ABCT). Use for information on symptoms and available treatments.

== '''References''' ==
{{collapse top|Click here for references}}
{{Reflist|30em}}

[[Category:Psychological disorder portfolios|{{SUBPAGENAME}}]]
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      <sha1>2nu428jsefv588uogssys2kftxxo8qh</sha1>
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        <username>JBondareva3x7</username>
        <id>2927239</id>
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      <comment>/* Diagnostic instruments specific for adolescent depression */ updated tables</comment>
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{{medical disclaimer}}
{{:{{BASEPAGENAME}}/Sidebar}}
==[[Evidence based assessment/Portfolio template/What is a &quot;portfolio&quot;|'''What is a &quot;portfolio&quot;?''']]==
For background information on what assessment portfolios are, click the link in the heading above.

Want even '''more''' information about this topic? There's an extended version of this page [[Evidence-based assessment/Depression in youth (assessment portfolio)/extended version|here]].

==[[Evidence based assessment/Preparation phase|'''Preparation phase''']]==

===Diagnostic criteria for depression in youth ===
{{blockquotetop}}'''ICD-11 Diagnostic Criteria'''
*Depressive Disorders
**Depressive disorders are characterized by depressive mood (e.g., sad, irritable, empty) or loss of pleasure accompanied by other cognitive, behavioural, or neurovegetative symptoms that significantly affect the individual’s ability to function. A depressive disorder should not be diagnosed in individuals who have ever experienced a manic, mixed or hypomanic episode, which would indicate the presence of a bipolar disorder.
*Single Episode Depressive Disorder
**Single episode depressive disorder is characterized by the presence or history of one depressive episode when there is no history of prior depressive episodes. A depressive episode is characterized by a period of almost daily depressed mood or diminished interest in activities lasting at least two weeks accompanied by other symptoms such as difficulty concentrating, feelings of worthlessness or excessive or inappropriate guilt, hopelessness, recurrent thoughts of death or suicide, changes in appetite or sleep, psychomotor agitation or retardation, and reduced energy or fatigue. There have never been any prior manic, hypomanic, or mixed episodes, which would indicate the presence of a bipolar disorder.
***Note: The ICD-11 lists 10 additional subcategories of single episode depressive disorder. They can be found [https://icd.who.int/browse11/l-m/en#/http%3a%2f%2fid.who.int%2ficd%2fentity%2f578635574 here].
*Recurrent Depressive Disorder
**Recurrent depressive disorder is characterized by a history or at least two depressive episodes separated by at least several months without significant mood disturbance. A depressive episode is characterized by a period of almost daily depressed mood or diminished interest in activities lasting at least two weeks accompanied by other symptoms such as difficulty concentrating, feelings of worthlessness or excessive or inappropriate guilt, hopelessness, recurrent thoughts of death or suicide, changes in appetite or sleep, psychomotor agitation or retardation, and reduced energy or fatigue. There have never been any prior manic, hypomanic, or mixed episodes, which would indicate the presence of a Bipolar disorder.
***Note: The ICD-11 lists 10 additional subcategories of recurrent depressive disorder. They can be found [https://icd.who.int/browse11/l-m/en#/http%3a%2f%2fid.who.int%2ficd%2fentity%2f1194756772 here].
*Dysthymic Disorder
**Dysthymic disorder is characterized by a persistent depressive mood (i.e., lasting 2 years or more), for most of the day, for more days than not. In children and adolescents depressed mood can manifest as pervasive irritability.The depressed mood is accompanied by additional symptoms such as markedly diminished interest or pleasure in activities, reduced concentration and attention or indecisiveness, low self-worth or excessive or inappropriate guilt, hopelessness about the future, disturbed sleep or increased sleep, diminished or increased appetite, or low energy or fatigue. During the first 2 years of the disorder, there has never been a 2-week period during which the number and duration of symptoms were sufficient to meet the diagnostic requirements for a Depressive Episode. There is no history of Manic, Mixed, or Hypomanic Episodes.
*Mixed Depressive and Anxiety Disorder
**Mixed depressive and anxiety disorder is characterized by symptoms of both anxiety and depression more days than not for a period of two weeks or more. Neither set of symptoms, considered separately, is sufficiently severe, numerous, or persistent to justify a diagnosis of a depressive episode, dysthymia or an anxiety and fear-related disorder. Depressed mood or diminished interest in activities must be present accompanied by additional depressive symptoms as well as multiple symptoms of anxiety. The symptoms result in significant distress or significant impairment in personal, family, social, educational, occupational or other important areas of functioning. There have never been any prior manic, hypomanic, or mixed episodes, which would indicate the presence of a bipolar disorder.
#
==== Changes in DSM-5 ====
* The diagnostic criteria for depressive disorders changed slightly from  [[DSM-IV]] to [[w:Diagnostic_and_Statistical_Manual_of_Mental_Disorders#DSM-IV-TR_.282000.29|DSM-5-TR]]. Summaries are available [https://psychiatry.org/psychiatrists/practice/dsm/updates-to-dsm/updates-to-dsm-5-tr-criteria-text here] and [[w:DSM-5|here]].
{{blockquotebottom}}

===Base rates of adolescent depression in different clinical settings===
This section describes the demographic setting of the population(s) sampled, base rates of diagnosis, country/region sampled, and the diagnostic method that was used. Using this information, clinicians will be able to anchor the rates of adolescent depression that they are likely to see in their clinical practices.

* '''''To find prevalence rates across multiple disorders,''''' [[Evidence based assessment/Preparation phase#Base rates for transdiagnostic comparison|click here.]]

{| class=&quot;wikitable&quot;
|-
! Demography 
! Setting !! Base Rate !! Diagnostic Method
|-
| French general practitioner network 
| Children and adolescents attending primary care&lt;ref name=&quot;MathetEtAl2002&quot;&gt;{{cite journal|last1=Mathet|first1=F|last2=Martin-Guehl|first2=C|last3=Maurice-Tison|first3=S|last4=Bouvard|first4=MP|date=2002|title=Prevalence of depressive disorders in children and adolescents attending primary care. A survey with the Aquitaine Sentinelle Network.|journal=L'Encephale|volume=29|issue=5|pages=391-400|pmid=14615688}}&lt;/ref&gt; (2002) || 5.0% || CES-D, CBCL, Kiddie Schedule for Affective Disorders and Schizophrenia - Present and Lifetime Version (KSADS-PL) &lt;sup&gt;y&lt;/sup&gt;
|-
| All of U.S.A. 
| National Comorbidity Survey-Adolescent (ages 13-18)&lt;ref name=&quot;MerikangasEtAl2010&quot;&gt;{{cite journal|last1=Merikangas|first1=KR|last2=He|first2=JP|last3=Burstein|first3=M|last4=Swanson|first4=SA|last5=Avenevoli|first5=S|last6=Cui|first6=L|last7=Benjet|first7=C|last8=Georgiades|first8=K|last9=Swendsen|first9=J|date=October 2010|title=Lifetime prevalence of mental disorders in U.S. adolescents: results from the National Comorbidity Survey Replication--Adolescent Supplement (NCS-A).|journal=Journal of the American Academy of Child and Adolescent Psychiatry|volume=49|issue=10|pages=980-9|pmid=20855043}}&lt;/ref&gt; (2010) || 6.9%-15.4% || National Comorbidity Survey-Adolescent (NCS-A) Interview Schedule &lt;sup&gt;p, y&lt;/sup&gt;
|-
| North Carolina 
| Great Smoky Mountains Study: Community Sample (ages 9-13) (1997)&lt;ref name=&quot;CostelloEtAl1997&quot;&gt;{{cite journal|last1=Costello|first1=EJ|last2=Farmer|first2=EM|last3=Angold|first3=A|last4=Burns|first4=BJ|last5=Erkanli|first5=A|date=May 1997|title=Psychiatric disorders among American Indian and white youth in Appalachia: the Great Smoky Mountains Study.|journal=American journal of public health|volume=87|issue=5|pages=827-32|pmid=9184514}}&lt;/ref&gt;|| .03-1.45% || CAPA = Child and Adolescent Psychiatric Assessment&lt;ref&gt;{{Cite journal|last=Angold|first=A.|last2=Costello|first2=E. J.|date=2000-1|title=The Child and Adolescent Psychiatric Assessment (CAPA)|url=https://www.ncbi.nlm.nih.gov/pubmed/10638066|journal=Journal of the American Academy of Child and Adolescent Psychiatry|volume=39|issue=1|pages=39–48|doi=10.1097/00004583-200001000-00015|issn=0890-8567|pmid=10638066}}&lt;/ref&gt;
|-
| All of U.S.A. 
| Acute psychiatric hospitalizations in 2009-2010 children (under the age of 15) (Blader &amp; Carlson, 2010) || 13% || Centers for Disease Control survey of discharge diagnoses
|-
| Northwestern U.S.A. high school 
| High school students (1993)&lt;ref name=&quot;LewinsohnEtAl1993&quot;&gt;{{cite journal|last1=Lewinsohn|first1=PM|last2=Hops|first2=H|last3=Roberts|first3=RE|last4=Seeley|first4=JR|last5=Andrews|first5=JA|date=February 1993|title=Adolescent psychopathology: I. Prevalence and incidence of depression and other DSM-III-R disorders in high school students.|journal=Journal of abnormal psychology|volume=102|issue=1|pages=133-44|pmid=8436689}}&lt;/ref&gt;|| 9.6% || KSADS
|-
| All of U.S.A. 
| Gender differences, males and females, respectively (2010)&lt;ref name=&quot;MerikangasEtAl2010&quot; /&gt;|| 7.5%-15% || NCS-A Interview Schedule &lt;sup&gt;p, y &lt;/sup&gt;
|-
| Varied 
| Meta-analysis, adolescents 13 to 18 years (2006)&lt;ref name=&quot;CostelloEtAl2006&quot;&gt;{{cite journal|last1=Costello|first1=EJ|last2=Erkanli|first2=A|last3=Angold|first3=A|date=December 2006|title=Is there an epidemic of child or adolescent depression?|journal=Journal of child psychology and psychiatry, and allied disciplines|volume=47|issue=12|pages=1263-71|pmid=17176381}}&lt;/ref&gt;|| 5.7% || DISC, CIDI, SDI, K-SADS, CAS, CAPA, IOW, DAWBA
|-
| All of U.S.A. 
| National Comorbidity Survey-Adolescent Supplement (NCS-A) (2015)&lt;ref name=&quot;AvenevoliEtAl2015&quot;&gt;{{cite journal|last1=Avenevoli|first1=S|last2=Swendsen|first2=J|last3=He|first3=JP|last4=Burstein|first4=M|last5=Merikangas|first5=KR|date=January 2015|title=Major depression in the national comorbidity survey-adolescent supplement: prevalence, correlates, and treatment.|journal=Journal of the American Academy of Child and Adolescent Psychiatry|volume=54|issue=1|pages=37-44.e2|pmid=25524788}}&lt;/ref&gt;|| 11.0% || CIDI 
|-
| American middle school 
| Ethnically diverse sample of middle school (Grades 6-8) students (1997)&lt;ref name=&quot;RobertsEtAl1997&quot;&gt;{{cite journal|last1=Roberts|first1=RE|last2=Roberts|first2=CR|last3=Chen|first3=YR|date=February 1997|title=Ethnocultural differences in prevalence of adolescent depression.|journal=American journal of community psychology|volume=25|issue=1|pages=95-110|pmid=9231998}}&lt;/ref&gt;|| 1.9% (Chinese descent) to 6.6% (Mexican descent) || DISC
|-
|American public school
|High school freshman in public school (2009)&lt;ref&gt;{{Cite journal|last=Goyal|first=Sunil|last2=Srivastava|first2=Kalpana|last3=Bansal|first3=Vivek|date=2009-01-01|title=Study of prevalence of depression in adolescent students of a public school|url=http://www.industrialpsychiatry.org/text.asp?2009/18/1/43/57859|journal=Industrial Psychiatry Journal|language=en|volume=18|issue=1|doi=10.4103/0972-6748.57859}}&lt;/ref&gt;
|18.4%
|GHQ-12 and BDI
|-
|Cross-sectional sample of socioeconomic groups
|Adolescents 12-17 (2016)&lt;ref&gt;{{Cite journal|last=Mojtabai|first=Ramin|last2=Olfson|first2=Mark|last3=Han|first3=Beth|date=2016-12-01|title=National Trends in the Prevalence and Treatment of Depression in Adolescents and Young Adults|url=http://pediatrics.aappublications.org/content/138/6/e20161878|journal=Pediatrics|language=en|volume=138|issue=6|pages=e20161878|doi=10.1542/peds.2016-1878|issn=0031-4005|pmid=27940701}}&lt;/ref&gt;
|increased from 8.7% in 2005 to 11.3% in 2014 
|NCS-Replication
|-
|Epidemiological (CDC)
|
|2.1%&lt;ref name=&quot;:02&quot;&gt;{{Cite journal|last=Perou|first=Ruth|last2=Bitsko|first2=Rebecca H.|last3=Blumberg|first3=Stephen J.|last4=Pastor|first4=Patricia|last5=Ghandour|first5=Reem M.|last6=Gfroerer|first6=Joseph C.|last7=Hedden|first7=Sarra L.|last8=Crosby|first8=Alex E.|last9=Visser|first9=Susanna N.|date=2013-05-17|title=Mental health surveillance among children--United States, 2005-2011|url=https://www.ncbi.nlm.nih.gov/pubmed/23677130|journal=MMWR supplements|volume=62|issue=2|pages=1–35|issn=2380-8942|pmid=23677130}}&lt;/ref&gt;
|
|}

&lt;sup&gt;p&lt;/sup&gt;:Parent interviewed as component of diagnostic assessment; &lt;sup&gt;y&lt;/sup&gt;:youth interviewed as part of diagnostic assessment.

==[[Evidence based assessment/Prediction phase|'''Prediction phase''']]==

=== Psychometric properties of screening instruments for adolescent depression ===
The following section contains a list of screening and diagnostic instruments for adolescent depression. The section includes administration information, psychometric data, and PDFs or links to the screenings. 
* Screenings are used as part of the [[Evidence based assessment/Prediction phase|prediction phase]] of assessment; for more information on interpretation of this data, or how screenings fit in to the assessment process, [[Evidence based assessment/Prediction phase|'''click here''']]. 
* '''''For a list of more broadly-reaching screening instruments, [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prediction_phase&amp;wteswitched=1#Common_screening_instruments click here.]'''''

{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
! colspan=&quot;5&quot; |Screening instruments for adolescent depression
|-
! Measure
! Format (Reporter)
! Age Range
! Administration/
Completion Time
!Where to Access
|-
|[[wikipedia:The_Mood_and_Feelings_Questionnaire|Mood and Feelings Questionnaire]] (MFQ) 
| Self-report
| 6-17
| 5-10 minutes&lt;ref&gt;{{Cite web|url=http://www.cebc4cw.org/assessment-tool/mood-and-feelings-questionnaire-mfq/|title=CEBC » Assessment Tool › Mood And Feelings Questionnaire Mfq|website=www.cebc4cw.org|language=en|accessdate=2018-03-01}}&lt;/ref&gt;
|
* [https://mfr.osf.io/render?url=https://osf.io/enx4b/?action=download%26mode=render Child Self Report - long version]
* [https://mfr.osf.io/render?url=https://osf.io/mcg5w/?action=download%26mode=render Child Self Report - short version]
* [https://mfr.osf.io/render?url=https://osf.io/cw27p/?action=download%26mode=render Parent Report on Child - long version]
* [https://mfr.osf.io/render?url=https://osf.io/kybr4/?action=download%26mode=render Parent Report on Child - short version]
* [https://mfr.osf.io/render?url=https://osf.io/sb5xw/?action=download%26mode=render Adult Self-Report - long version]
* [https://mfr.osf.io/render?url=https://osf.io/xa7v6/?action=download%26mode=render Adult Self-Report - short version]
|-
|Revised Children’s Anxiety and Depression Scale (RCADS) &lt;ref&gt;{{Cite journal|last=Ebesutani|first=Chad|last2=Reise|first2=Steven P.|last3=Chorpita|first3=Bruce F.|last4=Ale|first4=Chelsea|last5=Regan|first5=Jennifer|last6=Young|first6=John|last7=Higa-McMillan|first7=Charmaine|last8=Weisz|first8=John R.|date=2012|title=The Revised Child Anxiety and Depression Scale-Short Version: Scale reduction via exploratory bifactor modeling of the broad anxiety factor.|url=http://doi.apa.org/getdoi.cfm?doi=10.1037/a0027283|journal=Psychological Assessment|language=en|volume=24|issue=4|pages=833–845|doi=10.1037/a0027283|issn=1939-134X}}&lt;/ref&gt;
|Questionnaire (Child)
|6-18
|12 minutes
|
*[http://www.corc.uk.net/outcome-experience-measures/revised-childrens-anxiety-and-depression-scale-and-subscales/ RCADS homepage]

'''PDFs for RCADS'''

*[https://mfr.osf.io/render?url=https://osf.io/s3fu2/?action=download%26mode=render RCADS Child Self-reported (8-18 years)]
*[https://mfr.osf.io/render?url=https://osf.io/fp9mk/?action=download%26mode=render RCADS Parent-reported]
*[https://mfr.osf.io/render?url=https://osf.io/vy7ta/?action=download%26mode=render Child Scoring Aid]
*[https://mfr.osf.io/render?url=https://osf.io/t4bz6/?action=download%26mode=render Parent Scoring Aid]

'''Subscales'''

*[https://mfr.osf.io/render?url=https://osf.io/za8we/?action=download%26mode=render Depression Self-reported]

*[https://mfr.osf.io/render?url=https://osf.io/nezbk/?action=download%26mode=render Depression Parent-reported]

'''Translations'''

'''[https://mfr.osf.io/render?url=https://osf.io/qsjh9/?action=download%26mode=render User Guide]'''
|}

'''Note:''' Reliability and validity are included in the extended version (link). This table includes measures with Good or Excellent ratings.

=== Likelihood ratios and AUCs of screening measures for adolescent depression ===
{| class=&quot;wikitable sortable&quot;
|-
! Screening Measure (Primary Reference) !! AUC !! LR+ (score) !! LR- (score) !! Clinical Generalizability
!Download
|- 
|WHO-Five Well-being Index (WHO-5) [http://www.ncbi.nlm.nih.gov/pubmed/12830302 3]&lt;ref name=&quot;BechEtAl2003&quot;&gt;{{cite journal|last1=Bech|first1=P|last2=Olsen|first2=LR|last3=Kjoller|first3=M|last4=Rasmussen|first4=NK|title=Measuring well-being rather than the absence of distress symptoms: a comparison of the SF-36 Mental Health subscale and the WHO-Five Well-Being Scale.|journal=International journal of methods in psychiatric research|date=2003|volume=12|issue=2|pages=85-91|pmid=12830302}}&lt;/ref&gt;&lt;ref name=&quot;ChristensenEtAl2015&quot;&gt;{{cite journal|last1=Christensen|first1=KS|last2=Haugen|first2=W|last3=Sirpal|first3=MK|last4=Haavet|first4=OR|date=June 2015|title=Diagnosis of depressed young people--criterion validity of WHO-5 and HSCL-6 in Denmark and Norway.|journal=Family practice|volume=32|issue=3|pages=359-63|pmid=25800246}}&lt;/ref&gt;|| .885 (N=294) || 4.40 (raw score 11+) || .15 (raw score ≤) || General sample of adolescents from Norway and Denmark 
|Link to free download:

[https://www.psykiatri-regionh.dk/who-5/Documents/WHO5_English.pdf WHO-5]
|-
|Hopkins Symptom Checklist-10 (HSCL-10) (short version of SCL-90)&lt;ref name=&quot;HaavetEtAl2007&quot;&gt;{{cite journal|last1=Haavet|first1=OR|last2=Christensen|first2=KS|last3=Sirpal|first3=MK|last4=Haugen|first4=W|title=Diagnosis of depression among adolescents--a clinical validation study of key questions and questionnaire.|journal=BMC family practice|date=13 July 2007|volume=8|pages=41|pmid=17626643}}&lt;/ref&gt; &lt;ref name=&quot;HaavetEtAl2011&quot;&gt;{{cite journal|last1=Haavet|first1=OR|last2=Sirpal|first2=MK|last3=Haugen|first3=W|last4=Christensen|first4=KS|date=April 2011|title=Diagnosis of depressed young people in primary health care--a validation of HSCL-10.|journal=Family practice|volume=28|issue=2|pages=233-7|pmid=20937663}}&lt;/ref&gt;|| .8862 (N=294) || Boys: 7.2, Girls:3.2 (raw score 16/10) || Boys:.14, Girls:.17 (raw score ≤) || General sample of adolescents from Norway and Denmark 
|
|-
|6-item Kutcher Adolescent Depression Scale (KADS)&lt;ref name=&quot;LeBlancEtAl2002&quot;&gt;{{cite journal|last1=LeBlanc|first1=JC|last2=Almudevar|first2=A|last3=Brooks|first3=SJ|last4=Kutcher|first4=S|title=Screening for adolescent depression: comparison of the Kutcher Adolescent Depression Scale with the Beck depression inventory.|journal=Journal of child and adolescent psychopharmacology|date=2002|volume=12|issue=2|pages=113-26|pmid=12188980}}&lt;/ref&gt; &lt;ref name=&quot;LeBlancEtAl2002&quot; /&gt;|| .89 (N=309) || 3.17 (raw score 6) || .11 (raw score ≤) ||
|Link to free download:
[http://teenmentalhealth.org/wp-content/uploads/2014/09/6-KADS.pdf KADS] 
|-
|}

=== Interpreting depression screening measure scores ===
For information on interpreting screening measure scores, click [[Evidence based assessment/Prediction phase#Interpreting screening measure scores|here.]]

==[[Evidence based assessment/Prescription phase|'''Prescription phase''']]==
===Gold standard diagnostic interviews===
* For a list of broad-reaching diagnostic interviews sortable by disorder with PDFs (if applicable), [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prescription_phase&amp;wteswitched=1#Common_Diagnostic_Interviews click here.]

===Diagnostic instruments specific for adolescent depression ===
{| class=&quot;wikitable&quot;
! colspan=&quot;8&quot; |Diagnostic instruments for adolescent depression
|-
!Measure
!Parent Version  (Age)
!Youth Version  (Age)
!Format of Item  Administration
!Format of  Response Style
!Cost and Access
!Administration  Time (for full interview in minutes)
!Rater Qualifications and Training
|-
|Child and Adolescent Psychiatric Assessment (CAPA)&lt;ref&gt;{{Cite journal|last=Angold|first=Adrian|last2=Costello|first2=E. Jane|date=2000-1|title=The Child and Adolescent Psychiatric Assessment (CAPA)|url=https://linkinghub.elsevier.com/retrieve/pii/S0890856709660998|journal=Journal of the American Academy of Child &amp; Adolescent Psychiatry|language=en|volume=39|issue=1|pages=39–48|doi=10.1097/00004583-200001000-00015}}&lt;/ref&gt;
|9-18
|9-18
|Structured with the option for additional semi-structured inquires
|Close-Ended  (Y/N)

Mix of  Close-Ended (Likert) and Open-Ended
|Information available through the Developmental Epidemiology Center at Duke University
|60-120 
|Bachelor’s degree plus required training by individuals trained on this interview (Angold &amp; Costello, 2000)
|-
|Children’s Interview for Psychiatric Syndromes (ChIPS)&lt;ref&gt;{{Cite journal|last=Weller|first=Elizabeth B.|last2=Weller|first2=Ronald A.|last3=Fristad|first3=Mary A.|last4=Rooney|first4=Marijo Teare|last5=Schecter|first5=Jennifer|date=2000-1|title=Children's Interview for Psychiatric Syndromes (ChIPS)|url=https://linkinghub.elsevier.com/retrieve/pii/S0890856709661037|journal=Journal of the American Academy of Child &amp; Adolescent Psychiatry|language=en|volume=39|issue=1|pages=76–84|doi=10.1097/00004583-200001000-00019}}&lt;/ref&gt;
|6-18
|6-18
|Structured with the option for additional semi-structured inquires
|Close-Ended  (Y/N)
|Approximately $90; Available through various retailers
|20-50
|Trained lay person supervised by a licensed clinician. Administration manual includes training materials. (Weller, Weller, Fristad, Rooney, &amp; Schecter,  2000)
|-
|Diagnostic Individual Schedule for Children IV (DISC-IV)&lt;ref&gt;{{Cite journal|last=Shaffer|first=David|last2=Fisher|first2=Prudence|last3=Lucas|first3=Christopher P.|last4=Dulcan|first4=Mina K.|last5=Schwab-Stone|first5=Mary E.|date=2000-1|title=NIMH Diagnostic Interview Schedule for Children Version IV (NIMH DISC-IV): Description, Differences From Previous Versions, and Reliability of Some Common Diagnoses|url=https://linkinghub.elsevier.com/retrieve/pii/S0890856709660986|journal=Journal of the American Academy of Child &amp; Adolescent Psychiatry|language=en|volume=39|issue=1|pages=28–38|doi=10.1097/00004583-200001000-00014}}&lt;/ref&gt;
|6-17
|9-17
|Structured
|Close-Ended  (Y/N)
|Ranges from  $150-$2000 per computer installation; Charge for paper version is minimal to  cover copying and mailing expenses; email disc@worldnet.att.net
|90-120
|Lay person with  supervision by a licensed clinician. Training is strongly recommended. Details on training available by contacting [[Mailto:disc@worldnet.att.net|disc@worldnet.att.net]] 

(“NIMH  Diagnostic Interview Schedule for Children Version IV (NIMH DISC-IV):  description, differences from previous versions, and reliability of some... -  PubMed - NCBI,” n.d.)
|-
|Mini-International  Neuropsychiatric Interview for Children and Adolescents (MINI-KIDS)
|6-17
|13-17
|Structured 
|Close-Ended  (Y/N)
|Free for download and use if specific criteria met
|15-50 minutes
|Trained lay person supervised by a licensed clinician. Training by licensed clinician is recommended. 

&lt;nowiki&gt;http://harmresearch.org/index.php/mini-international-neuropsychiatric-interview-mini/&lt;/nowiki&gt;  

(Sheehan et al., 1998)
|-
|[[wikipedia:Patient_Health_Questionnaire|Patient Health Questionnaire 9 (PHQ-9)]]
|18+
|
|Self Report 
|Close-Ended (Likert) 
|Free for download and use if specific criteria met
|3-5 minutes
|No training required. Available for free online [https://www.phqscreeners.com/select-screener/36 here]
|}

===Severity scales for adolescent depression===
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
! colspan=&quot;7&quot; |Diagnostic instruments for adolescent d'''epression'''
|-
! Measure
!Informant
! Format (Reporter)
! Age Range
! Administration/
Completion Time
! Highly Recommended
!Free and Accessible Measures
|-
| Children's Depression Rating Scale - Revised (CDRS-R)
|Parent
| Structured Interview&lt;ref name=&quot;:4&quot;&gt;{{Cite journal|last=Mayes|first=Taryn L.|last2=Bernstein|first2=Ira H.|last3=Haley|first3=Charlotte L.|last4=Kennard|first4=Betsy D.|last5=Emslie|first5=Graham J.|date=2010-12|title=Psychometric Properties of the Children's Depression Rating Scale–Revised in Adolescents|url=https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3003451/|journal=Journal of Child and Adolescent Psychopharmacology|volume=20|issue=6|pages=513–516|doi=10.1089/cap.2010.0063|issn=1044-5463|pmc=PMC3003451|pmid=21186970}}&lt;/ref&gt;
| 6-12
| 15-20 minutes
| X, GATW2
|
* Link to purchase [https://www.wpspublish.com/store/p/2703/cdrs-r-children-s-depression-rating-scale-revised#purchase-product CDRS-R]
*[http://www.opapc.com/uploads/documents/CDRS-R.pdf PDF] (excerpt)
|-
| Children's Depression Inventory 2 (CDI-2)
|Youth and Parent
|Questionnaire
|7-17
|15-20 minutes
| GATW2
|
* Link to purchase [https://www.pearsonassessments.com CDI] 
|-
|Reynolds Adolescent Depression Scale 2 (RADS-2)
|Youth
|Questionnaire
|13-17
|5-10  minutes
|GATW2
|
* Link to purchase [https://www.parinc.com/products/pkey/348 RADS-2] 
|-
|Revised Children's Anxiety and Depression Scale (RCADS)
|Youth
|Questionnaire 
|6-18
|12 minutes
|X
|
* Link to download [https://www.corc.uk.net/outcome-experience-measures/revised-childrens-anxiety-and-depression-scale-and-subscales/ RCADS]
|}
'''Note:''' Reliability and validity are included in the extended version (link). This table includes measures with Good or Excellent ratings.

==[[Evidence based assessment/Process phase|'''Process phase''']]==
The following section contains a brief overview of treatment options for depression and a list of process and outcome measures for adolescent depression. The section includes benchmarks based on published norms and on mood samples for several outcome and severity measures, as well as information about commonly used process measures. Process and outcome measures are used as part of the [[Evidence based assessment/Process phase|process phase]] of assessment. For more information on differences between process and outcome measures, see the page on the [[Evidence based assessment/Process phase|process phase of assessment]].

=== Process measures ===
{{blockquotetop}}
'''A.  Mood and Energy Thermometer''' 
&amp;nbsp;This is an improved and practical way of monitoring complex mood cycles and daily schedules. Given that some clinicians and patients may get confused about different 1 to 10 scales (e.g., a 10 could mean extreme depression or extreme mania or no depression), the Mood &amp; Energy Thermometer improves the language in communicating (and monitoring) mood. Moreover, many children report their energy levels more accurately than their moods and therefore, energy levels are incorporated into the mood rating. The Mood &amp; Energy Thermometer that was developed at Western Psychiatric Institute and Clinic (WPIC; and used in about 400 kids) rates mania and increased energy on a 1 to 10 scale, rates depression and tiredness on a -1 to -10 scale, and attempts to form a common language between patients, families, and clinicians. This scale also takes into account the amount of time spent depressed or manic; for example, -4 would mean “mild depression” and “mild tiredness” present ≥50% of the time, and -3 would mean “mild depression” and “mild tiredness” present &lt; 50% of the time. The inclusion of measuring energy levels is consistent with the DSM-5, as energy level is now included in the DSM-5 as a main mood symptom criterion. Bipolar track patients (whether they experienced mania, depression, or mixed features) rated their (Q: is the parent rating his/her own moods/energy, or his/her child's?) mood and energy levels every day on this scale, and a master’s-level clinician met with them on a daily basis to help them better identify and record their mood symptoms, which has significant clinical value not only for treatment but also to prevent future episodes.&lt;ref name=&quot;:3&quot;&gt;{{Cite web|url=http://pediatricbipolar.pitt.edu/resources/instruments|title=Instruments {{!}} CABS {{!}} University of Pittsburgh|website=pediatricbipolar.pitt.edu|language=en|access-date=2018-05-31}}&lt;/ref&gt;

*[https://mfr.osf.io/render?url=https://osf.io/p4a8s/?action=download%26mode=render Mood and Energy Thermometer]&lt;ref name=&quot;:3&quot; /&gt;

*[https://mfr.osf.io/render?url=https://osf.io/upe2a/?action=download%26mode=render Mood and Energy Thermometer with Anger and Anxiety (with recording/monitoring card)]&lt;ref name=&quot;:3&quot; /&gt;

*[https://mfr.osf.io/render?url=https://osf.io/d2fge/?action=download%26mode=render Mood and Energy Thermometer with Anger and Anxiety - Simplified Version]&lt;ref name=&quot;:3&quot; /&gt;
'''B.  Life Charts'''
* To learn more about how life charts can be used with adolescent depression, [http://www.bipolarnews.org/Life%20Charting%20Description.htm see here]
* [https://mfr.osf.io/render?url=https://osf.io/amq6k/?action=download%26mode=render Life Charts for Depression and Bipolar]
{{blockquotebottom}}
=== Outcome and severity measures ===
* This table includes clinically significant benchmarks for '''Depression in Youth''' specific outcome measures
* Information on how to interpret this table can be [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Process_phase found here].
* Additionally, these [[Evidence based assessment/Vignettes|vignettes]] might be helpful resources for understanding appropriate adaptations of outcome measures in practice.
*''&lt;u&gt;For clinically significant change benchmarks for the CBCL, YSR, and TRF total, externalizing, internalizing, and attention benchmarks,&lt;/u&gt;'' [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Process_phase&amp;wteswitched=1#Clinically_significant_change_benchmarks_for_widely-used_outcome_measures see here.]
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
| colspan=&quot;8&quot; |'''Clinically significant change benchmarks with common instruments for adolescent depression'''
|-
| rowspan=&quot;1&amp;quot;&quot; style=&quot;text-align:center;font-size:130%;&quot; | &lt;b&gt; Measure&lt;/b&gt;
| style=&quot;text-align:center;font-size:130%;&quot; | &lt;b&gt;Subscale&lt;/b&gt;
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:130%&quot; width=&quot;300&quot; | &lt;b&gt; Cut-off scores&lt;/b&gt;
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:120%&quot; | &lt;b&gt; Critical Change &lt;br&gt; (unstandardized scores)&lt;/b&gt;
|-
| colspan=&quot;8&quot;  span style=&quot;font-size:110%; text-align:center;&quot; | &lt;b&gt; Benchmarks Based on Published Norms &lt;/b&gt;
|-
| colspan=&quot;2&quot; |
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; A&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; B&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; C&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; 95%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; 90%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; SE&lt;sub&gt;difference&lt;/sub&gt;&lt;/b&gt;
|-
| rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | &lt;b&gt;Beck Depression Inventory-II&lt;/b&gt;
| style=&quot;text-align:center;&quot;|
| style=&quot;text-align:center;&quot;| 4
| style=&quot;text-align:center;&quot;| 22
| style=&quot;text-align:center;&quot;| 15
| style=&quot;text-align:center;&quot;| 9
| style=&quot;text-align:center;&quot;| 8
| style=&quot;text-align:center;&quot;| 4.8
|-
| rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | &lt;b&gt; CBCL T-scores &lt;br&gt; (2001 Norms)&lt;/b&gt;
| style=&quot;text-align:right;&quot; | &lt;i&gt; Total&lt;/i&gt;
| style=&quot;text-align:center;&quot;| 49
| style=&quot;text-align:center;&quot;| 70
| style=&quot;text-align:center;&quot;| 58
| style=&quot;text-align:center;&quot;| 5
| style=&quot;text-align:center;&quot;| 4
| style=&quot;text-align:center;&quot;| 2.4
|-
| colspan=&quot;8&quot;  span style=&quot;font-size:110%; text-align:center;&quot; | &lt;b&gt; Benchmarks Based on Mood Samples &lt;/b&gt;
|-
| colspan=&quot;8&quot;  span style=&quot;font-size:100%; text-align:center;&quot; | &lt;b&gt;[http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.198.9176&amp;rep=rep1&amp;type=pdf Gracious et al., 2002]&lt;ref&gt;{{cite journal|last1=Gracious|first1=BL|last2=Youngstrom|first2=EA|last3=Findling|first3=RL|last4=Calabrese|first4=JR.|title=Discriminative validity of a parent version of the Young Mania Rating Scale.|journal=Journal of American Academy of Child and Adolescent Psychiatry|date=November 2002|volume=41|issue=11|url=http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.198.9176&amp;rep=rep1&amp;type=pdf|accessdate=10 February 2014}}&lt;/ref&gt;&lt;/b&gt;
|-
| rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | &lt;b&gt; Young Mania Rating Scale - Parent &lt;br&gt; (Full)&lt;/b&gt;
| style=&quot;text-align:center;&quot;| n/a
| style=&quot;text-align:center;&quot;| 5.2
| style=&quot;text-align:center;&quot;| 22.1
| style=&quot;text-align:center;&quot;| 14.4
| style=&quot;text-align:center;&quot;| 4.3
| style=&quot;text-align:center;&quot;| 3.6
| style=&quot;text-align:center;&quot;| 2
|-
| rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | &lt;b&gt; Young Mania Rating Scale - Parent &lt;br&gt; (Brief)&lt;/b&gt;
| style=&quot;text-align:center;&quot;| n/a
| style=&quot;text-align:center;&quot;| 6.8
| style=&quot;text-align:center;&quot;| 27.4
| style=&quot;text-align:center;&quot;| 17.5
| style=&quot;text-align:center;&quot;| 5
| style=&quot;text-align:center;&quot;| 4.2
| style=&quot;text-align:center;&quot;| 2.5
|}

'''4.1.b – Beck Depression Inventory- II, ages 13 and up'''&lt;ref&gt;'''Beck AT''', '''Steer RA''', '''Brown G'''. '''1996'''. ''Beck Depression Inventory''. San Antonio, TX: Harcourt Brace Educ. Meas. 2nd ed.&lt;/ref&gt;

'''4.1.c – KSADS Depression Rating Scale (Axelson, 2006)'''

'''4.1.d – Children’s Depression Rating Scale-Revised (CDRS-R; Elva et al., 1996)'''

'''4.1.e – Children’s Depression Inventory, ages 7-17 (CDI; Kovacs, 1992)'''

=== Treatment ===
For treatment of depression in youth, there are two main types of treatment: psychosocial interventions and medication. There has been significant controversy over the use of psychotropic medications with children and many studies have looked at the efficacy of medication, psychosocial interventions, or a combination of both.

One of the most effective treatments for depression in youth is psychosocial interventions, which has been shown to lead to substantial reduction in symptoms for children and adolescents. A recent meta-analysis found that psychosocial interventions had an effect size of 1.14 and the reduction in depressive symptoms was maintained over time. On the other hand, the meta-analysis reported that pharmacological treatments did not lead to significant symptom reduction and had an effect size of 0.19.&lt;ref&gt;{{Cite journal|last=Michael|first=Kurt D|last2=Crowley|first2=Susan L|title=How effective are treatments for child and adolescent depression?|url=https://doi.org/10.1016/S0272-7358(01)00089-7|journal=Clinical Psychology Review|volume=22|issue=2|pages=247–269|doi=10.1016/s0272-7358(01)00089-7}}&lt;/ref&gt; Additionally, medications such as Selective Serotonin Reuptake Inhibitors (SSRIs) have presented concerns about increasing suicidality and harmful behavior.&lt;ref&gt;{{Cite journal|last=Jane Garland|first=E.|last2=Kutcher|first2=Stan|last3=Virani|first3=Adil|last4=Elbe|first4=Dean|date=2016|title=Update on the Use of SSRIs and SNRIs with Children and Adolescents in Clinical Practice|url=https://www.ncbi.nlm.nih.gov/pubmed/27047551|journal=Journal of the Canadian Academy of Child and Adolescent Psychiatry = Journal De l'Academie Canadienne De Psychiatrie De L'enfant Et De L'adolescent|volume=25|issue=1|pages=4–10|issn=1719-8429|pmc=PMC4791100|pmid=27047551}}&lt;/ref&gt; One of the most commonly used psychosocial interventions is cognitive behavioral therapy, which consists of individual or group sessions in which the provider helps the client address cognitive distortions and maladaptive thinking patterns that contribute to the maintenance of depressive thoughts.&lt;ref&gt;{{Cite journal|last=Driessen|first=Ellen|last2=Hollon|first2=Steven D.|title=Cognitive Behavioral Therapy for Mood Disorders: Efficacy, Moderators and Mediators|url=http://linkinghub.elsevier.com/retrieve/pii/S0193953X1000047X|journal=Psychiatric Clinics of North America|volume=33|issue=3|pages=537–555|doi=10.1016/j.psc.2010.04.005}}&lt;/ref&gt;

* Please refer to the page on adolescent [https://www.aacap.org/aacap/Families_and_Youth/Resource_Centers/Depression_Resource_Center/Home.aspx depression] for more information on available treatment for adolescent depression or go to [http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/sadness-hopelessness-and-depression/ Effective Child Therapy] for a curated resource on effective treatments for adolescent depression.

=='''External Resources'''==

# [http://apps.who.int/classifications/icd10/browse/2010/en#/F33 ICD-10 diagnostic criteria]
# [https://en.wikiversity.org/w/index.php?title=Helping_Give_Away_Psychological_Science/Resources/Annotated_List_of_Where_and_How_to_Find_a_Therapist&amp;wteswitched=1#Other_low-cost_options Find-a-Therapist] (a curated list of find-a-therapist websites where you can find a provider)
# [https://www.nimh.nih.gov/health/publications/teen-depression/index.shtml NIMH] (information about adolescent depression)
# [https://www.hopkinsmedicine.org/psychiatry/specialty_areas/moods/ADAP/docs/ADAP-Booklet_FINAL.pdf John's Hopkins Resource Guide] (a guide about adolescent depression, treatment, and more)
# OMIM (Online Mendelian Inheritance in Man)
## [https://www.omim.org/entry/608516 608516]
## [https://www.omim.org/entry/608520 608520]
## [https://www.omim.org/entry/608691 608691]
# [https://emedicine.medscape.com/article/286759-overview eMedicine entry for adult depression]
#[http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/sadness-hopelessness-and-depression/ Effective Child Therapy]
##Effective Child Therapy is a website sponsored by Division 53 of the American Psychological Association (APA), or The [https://sccap53.org Society of Clinical Child and Adolescent Psychology] (SCCAP), in collaboration with the Association for Behavioral and Cognitive Therapies (ABCT). Use for information on symptoms and available treatments.

== '''References''' ==
{{collapse top|Click here for references}}
{{Reflist|30em}}

[[Category:Psychological disorder portfolios|{{SUBPAGENAME}}]]
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      <sha1>6qr2y6qmcngv9h7zfb2o56ovlhol1nl</sha1>
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        <username>JBondareva3x7</username>
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{{medical disclaimer}}
{{:{{BASEPAGENAME}}/Sidebar}}
==[[Evidence based assessment/Portfolio template/What is a &quot;portfolio&quot;|'''What is a &quot;portfolio&quot;?''']]==
For background information on what assessment portfolios are, click the link in the heading above.

Want even '''more''' information about this topic? There's an extended version of this page [[Evidence-based assessment/Depression in youth (assessment portfolio)/extended version|here]].

==[[Evidence based assessment/Preparation phase|'''Preparation phase''']]==

===Diagnostic criteria for depression in youth ===
{{blockquotetop}}'''ICD-11 Diagnostic Criteria'''
*Depressive Disorders
**Depressive disorders are characterized by depressive mood (e.g., sad, irritable, empty) or loss of pleasure accompanied by other cognitive, behavioural, or neurovegetative symptoms that significantly affect the individual’s ability to function. A depressive disorder should not be diagnosed in individuals who have ever experienced a manic, mixed or hypomanic episode, which would indicate the presence of a bipolar disorder.
*Single Episode Depressive Disorder
**Single episode depressive disorder is characterized by the presence or history of one depressive episode when there is no history of prior depressive episodes. A depressive episode is characterized by a period of almost daily depressed mood or diminished interest in activities lasting at least two weeks accompanied by other symptoms such as difficulty concentrating, feelings of worthlessness or excessive or inappropriate guilt, hopelessness, recurrent thoughts of death or suicide, changes in appetite or sleep, psychomotor agitation or retardation, and reduced energy or fatigue. There have never been any prior manic, hypomanic, or mixed episodes, which would indicate the presence of a bipolar disorder.
***Note: The ICD-11 lists 10 additional subcategories of single episode depressive disorder. They can be found [https://icd.who.int/browse11/l-m/en#/http%3a%2f%2fid.who.int%2ficd%2fentity%2f578635574 here].
*Recurrent Depressive Disorder
**Recurrent depressive disorder is characterized by a history or at least two depressive episodes separated by at least several months without significant mood disturbance. A depressive episode is characterized by a period of almost daily depressed mood or diminished interest in activities lasting at least two weeks accompanied by other symptoms such as difficulty concentrating, feelings of worthlessness or excessive or inappropriate guilt, hopelessness, recurrent thoughts of death or suicide, changes in appetite or sleep, psychomotor agitation or retardation, and reduced energy or fatigue. There have never been any prior manic, hypomanic, or mixed episodes, which would indicate the presence of a Bipolar disorder.
***Note: The ICD-11 lists 10 additional subcategories of recurrent depressive disorder. They can be found [https://icd.who.int/browse11/l-m/en#/http%3a%2f%2fid.who.int%2ficd%2fentity%2f1194756772 here].
*Dysthymic Disorder
**Dysthymic disorder is characterized by a persistent depressive mood (i.e., lasting 2 years or more), for most of the day, for more days than not. In children and adolescents depressed mood can manifest as pervasive irritability.The depressed mood is accompanied by additional symptoms such as markedly diminished interest or pleasure in activities, reduced concentration and attention or indecisiveness, low self-worth or excessive or inappropriate guilt, hopelessness about the future, disturbed sleep or increased sleep, diminished or increased appetite, or low energy or fatigue. During the first 2 years of the disorder, there has never been a 2-week period during which the number and duration of symptoms were sufficient to meet the diagnostic requirements for a Depressive Episode. There is no history of Manic, Mixed, or Hypomanic Episodes.
*Mixed Depressive and Anxiety Disorder
**Mixed depressive and anxiety disorder is characterized by symptoms of both anxiety and depression more days than not for a period of two weeks or more. Neither set of symptoms, considered separately, is sufficiently severe, numerous, or persistent to justify a diagnosis of a depressive episode, dysthymia or an anxiety and fear-related disorder. Depressed mood or diminished interest in activities must be present accompanied by additional depressive symptoms as well as multiple symptoms of anxiety. The symptoms result in significant distress or significant impairment in personal, family, social, educational, occupational or other important areas of functioning. There have never been any prior manic, hypomanic, or mixed episodes, which would indicate the presence of a bipolar disorder.
#
==== Changes in DSM-5 ====
* The diagnostic criteria for depressive disorders changed slightly from  [[DSM-IV]] to [[w:Diagnostic_and_Statistical_Manual_of_Mental_Disorders#DSM-IV-TR_.282000.29|DSM-5-TR]]. Summaries are available [https://psychiatry.org/psychiatrists/practice/dsm/updates-to-dsm/updates-to-dsm-5-tr-criteria-text here] and [[w:DSM-5|here]].
{{blockquotebottom}}

===Base rates of adolescent depression in different clinical settings===
This section describes the demographic setting of the population(s) sampled, base rates of diagnosis, country/region sampled, and the diagnostic method that was used. Using this information, clinicians will be able to anchor the rates of adolescent depression that they are likely to see in their clinical practices.

* '''''To find prevalence rates across multiple disorders,''''' [[Evidence based assessment/Preparation phase#Base rates for transdiagnostic comparison|click here.]]

{| class=&quot;wikitable&quot;
|-
! Demography 
! Setting !! Base Rate !! Diagnostic Method
|-
| French general practitioner network 
| Children and adolescents attending primary care&lt;ref name=&quot;MathetEtAl2002&quot;&gt;{{cite journal|last1=Mathet|first1=F|last2=Martin-Guehl|first2=C|last3=Maurice-Tison|first3=S|last4=Bouvard|first4=MP|date=2002|title=Prevalence of depressive disorders in children and adolescents attending primary care. A survey with the Aquitaine Sentinelle Network.|journal=L'Encephale|volume=29|issue=5|pages=391-400|pmid=14615688}}&lt;/ref&gt; (2002) || 5.0% || CES-D, CBCL, Kiddie Schedule for Affective Disorders and Schizophrenia - Present and Lifetime Version (KSADS-PL) &lt;sup&gt;y&lt;/sup&gt;
|-
| All of U.S.A. 
| National Comorbidity Survey-Adolescent (ages 13-18)&lt;ref name=&quot;MerikangasEtAl2010&quot;&gt;{{cite journal|last1=Merikangas|first1=KR|last2=He|first2=JP|last3=Burstein|first3=M|last4=Swanson|first4=SA|last5=Avenevoli|first5=S|last6=Cui|first6=L|last7=Benjet|first7=C|last8=Georgiades|first8=K|last9=Swendsen|first9=J|date=October 2010|title=Lifetime prevalence of mental disorders in U.S. adolescents: results from the National Comorbidity Survey Replication--Adolescent Supplement (NCS-A).|journal=Journal of the American Academy of Child and Adolescent Psychiatry|volume=49|issue=10|pages=980-9|pmid=20855043}}&lt;/ref&gt; (2010) || 6.9%-15.4% || National Comorbidity Survey-Adolescent (NCS-A) Interview Schedule &lt;sup&gt;p, y&lt;/sup&gt;
|-
| North Carolina 
| Great Smoky Mountains Study: Community Sample (ages 9-13) (1997)&lt;ref name=&quot;CostelloEtAl1997&quot;&gt;{{cite journal|last1=Costello|first1=EJ|last2=Farmer|first2=EM|last3=Angold|first3=A|last4=Burns|first4=BJ|last5=Erkanli|first5=A|date=May 1997|title=Psychiatric disorders among American Indian and white youth in Appalachia: the Great Smoky Mountains Study.|journal=American journal of public health|volume=87|issue=5|pages=827-32|pmid=9184514}}&lt;/ref&gt;|| .03-1.45% || CAPA = Child and Adolescent Psychiatric Assessment&lt;ref&gt;{{Cite journal|last=Angold|first=A.|last2=Costello|first2=E. J.|date=2000-1|title=The Child and Adolescent Psychiatric Assessment (CAPA)|url=https://www.ncbi.nlm.nih.gov/pubmed/10638066|journal=Journal of the American Academy of Child and Adolescent Psychiatry|volume=39|issue=1|pages=39–48|doi=10.1097/00004583-200001000-00015|issn=0890-8567|pmid=10638066}}&lt;/ref&gt;
|-
| All of U.S.A. 
| Acute psychiatric hospitalizations in 2009-2010 children (under the age of 15) (Blader &amp; Carlson, 2010) || 13% || Centers for Disease Control survey of discharge diagnoses
|-
| Northwestern U.S.A. high school 
| High school students (1993)&lt;ref name=&quot;LewinsohnEtAl1993&quot;&gt;{{cite journal|last1=Lewinsohn|first1=PM|last2=Hops|first2=H|last3=Roberts|first3=RE|last4=Seeley|first4=JR|last5=Andrews|first5=JA|date=February 1993|title=Adolescent psychopathology: I. Prevalence and incidence of depression and other DSM-III-R disorders in high school students.|journal=Journal of abnormal psychology|volume=102|issue=1|pages=133-44|pmid=8436689}}&lt;/ref&gt;|| 9.6% || KSADS
|-
| All of U.S.A. 
| Gender differences, males and females, respectively (2010)&lt;ref name=&quot;MerikangasEtAl2010&quot; /&gt;|| 7.5%-15% || NCS-A Interview Schedule &lt;sup&gt;p, y &lt;/sup&gt;
|-
| Varied 
| Meta-analysis, adolescents 13 to 18 years (2006)&lt;ref name=&quot;CostelloEtAl2006&quot;&gt;{{cite journal|last1=Costello|first1=EJ|last2=Erkanli|first2=A|last3=Angold|first3=A|date=December 2006|title=Is there an epidemic of child or adolescent depression?|journal=Journal of child psychology and psychiatry, and allied disciplines|volume=47|issue=12|pages=1263-71|pmid=17176381}}&lt;/ref&gt;|| 5.7% || DISC, CIDI, SDI, K-SADS, CAS, CAPA, IOW, DAWBA
|-
| All of U.S.A. 
| National Comorbidity Survey-Adolescent Supplement (NCS-A) (2015)&lt;ref name=&quot;AvenevoliEtAl2015&quot;&gt;{{cite journal|last1=Avenevoli|first1=S|last2=Swendsen|first2=J|last3=He|first3=JP|last4=Burstein|first4=M|last5=Merikangas|first5=KR|date=January 2015|title=Major depression in the national comorbidity survey-adolescent supplement: prevalence, correlates, and treatment.|journal=Journal of the American Academy of Child and Adolescent Psychiatry|volume=54|issue=1|pages=37-44.e2|pmid=25524788}}&lt;/ref&gt;|| 11.0% || CIDI 
|-
| American middle school 
| Ethnically diverse sample of middle school (Grades 6-8) students (1997)&lt;ref name=&quot;RobertsEtAl1997&quot;&gt;{{cite journal|last1=Roberts|first1=RE|last2=Roberts|first2=CR|last3=Chen|first3=YR|date=February 1997|title=Ethnocultural differences in prevalence of adolescent depression.|journal=American journal of community psychology|volume=25|issue=1|pages=95-110|pmid=9231998}}&lt;/ref&gt;|| 1.9% (Chinese descent) to 6.6% (Mexican descent) || DISC
|-
|American public school
|High school freshman in public school (2009)&lt;ref&gt;{{Cite journal|last=Goyal|first=Sunil|last2=Srivastava|first2=Kalpana|last3=Bansal|first3=Vivek|date=2009-01-01|title=Study of prevalence of depression in adolescent students of a public school|url=http://www.industrialpsychiatry.org/text.asp?2009/18/1/43/57859|journal=Industrial Psychiatry Journal|language=en|volume=18|issue=1|doi=10.4103/0972-6748.57859}}&lt;/ref&gt;
|18.4%
|GHQ-12 and BDI
|-
|Cross-sectional sample of socioeconomic groups
|Adolescents 12-17 (2016)&lt;ref&gt;{{Cite journal|last=Mojtabai|first=Ramin|last2=Olfson|first2=Mark|last3=Han|first3=Beth|date=2016-12-01|title=National Trends in the Prevalence and Treatment of Depression in Adolescents and Young Adults|url=http://pediatrics.aappublications.org/content/138/6/e20161878|journal=Pediatrics|language=en|volume=138|issue=6|pages=e20161878|doi=10.1542/peds.2016-1878|issn=0031-4005|pmid=27940701}}&lt;/ref&gt;
|increased from 8.7% in 2005 to 11.3% in 2014 
|NCS-Replication
|-
|Epidemiological (CDC)
|
|2.1%&lt;ref name=&quot;:02&quot;&gt;{{Cite journal|last=Perou|first=Ruth|last2=Bitsko|first2=Rebecca H.|last3=Blumberg|first3=Stephen J.|last4=Pastor|first4=Patricia|last5=Ghandour|first5=Reem M.|last6=Gfroerer|first6=Joseph C.|last7=Hedden|first7=Sarra L.|last8=Crosby|first8=Alex E.|last9=Visser|first9=Susanna N.|date=2013-05-17|title=Mental health surveillance among children--United States, 2005-2011|url=https://www.ncbi.nlm.nih.gov/pubmed/23677130|journal=MMWR supplements|volume=62|issue=2|pages=1–35|issn=2380-8942|pmid=23677130}}&lt;/ref&gt;
|
|}

&lt;sup&gt;p&lt;/sup&gt;:Parent interviewed as component of diagnostic assessment; &lt;sup&gt;y&lt;/sup&gt;:youth interviewed as part of diagnostic assessment.

==[[Evidence based assessment/Prediction phase|'''Prediction phase''']]==

=== Psychometric properties of screening instruments for adolescent depression ===
The following section contains a list of screening and diagnostic instruments for adolescent depression. The section includes administration information, psychometric data, and PDFs or links to the screenings. 
* Screenings are used as part of the [[Evidence based assessment/Prediction phase|prediction phase]] of assessment; for more information on interpretation of this data, or how screenings fit in to the assessment process, [[Evidence based assessment/Prediction phase|'''click here''']]. 
* '''''For a list of more broadly-reaching screening instruments, [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prediction_phase&amp;wteswitched=1#Common_screening_instruments click here.]'''''

{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
! colspan=&quot;5&quot; |Screening instruments for adolescent depression
|-
! Measure
! Format (Reporter)
! Age Range
! Administration/
Completion Time
!Where to Access
|-
|[[wikipedia:The_Mood_and_Feelings_Questionnaire|Mood and Feelings Questionnaire]] (MFQ) 
| Self-report
| 6-17
| 5-10 minutes&lt;ref&gt;{{Cite web|url=http://www.cebc4cw.org/assessment-tool/mood-and-feelings-questionnaire-mfq/|title=CEBC » Assessment Tool › Mood And Feelings Questionnaire Mfq|website=www.cebc4cw.org|language=en|accessdate=2018-03-01}}&lt;/ref&gt;
|
* [https://mfr.osf.io/render?url=https://osf.io/enx4b/?action=download%26mode=render Child Self Report - long version]
* [https://mfr.osf.io/render?url=https://osf.io/mcg5w/?action=download%26mode=render Child Self Report - short version]
* [https://mfr.osf.io/render?url=https://osf.io/cw27p/?action=download%26mode=render Parent Report on Child - long version]
* [https://mfr.osf.io/render?url=https://osf.io/kybr4/?action=download%26mode=render Parent Report on Child - short version]
* [https://mfr.osf.io/render?url=https://osf.io/sb5xw/?action=download%26mode=render Adult Self-Report - long version]
* [https://mfr.osf.io/render?url=https://osf.io/xa7v6/?action=download%26mode=render Adult Self-Report - short version]
|-
|Revised Children’s Anxiety and Depression Scale (RCADS) &lt;ref&gt;{{Cite journal|last=Ebesutani|first=Chad|last2=Reise|first2=Steven P.|last3=Chorpita|first3=Bruce F.|last4=Ale|first4=Chelsea|last5=Regan|first5=Jennifer|last6=Young|first6=John|last7=Higa-McMillan|first7=Charmaine|last8=Weisz|first8=John R.|date=2012|title=The Revised Child Anxiety and Depression Scale-Short Version: Scale reduction via exploratory bifactor modeling of the broad anxiety factor.|url=http://doi.apa.org/getdoi.cfm?doi=10.1037/a0027283|journal=Psychological Assessment|language=en|volume=24|issue=4|pages=833–845|doi=10.1037/a0027283|issn=1939-134X}}&lt;/ref&gt;
|Questionnaire (Child)
|6-18
|12 minutes
|
*[http://www.corc.uk.net/outcome-experience-measures/revised-childrens-anxiety-and-depression-scale-and-subscales/ RCADS homepage]

'''PDFs for RCADS'''

*[https://mfr.osf.io/render?url=https://osf.io/s3fu2/?action=download%26mode=render RCADS Child Self-reported (8-18 years)]
*[https://mfr.osf.io/render?url=https://osf.io/fp9mk/?action=download%26mode=render RCADS Parent-reported]
*[https://mfr.osf.io/render?url=https://osf.io/vy7ta/?action=download%26mode=render Child Scoring Aid]
*[https://mfr.osf.io/render?url=https://osf.io/t4bz6/?action=download%26mode=render Parent Scoring Aid]

'''Subscales'''

*[https://mfr.osf.io/render?url=https://osf.io/za8we/?action=download%26mode=render Depression Self-reported]

*[https://mfr.osf.io/render?url=https://osf.io/nezbk/?action=download%26mode=render Depression Parent-reported]

'''Translations'''

'''[https://mfr.osf.io/render?url=https://osf.io/qsjh9/?action=download%26mode=render User Guide]'''
|}

'''Note:''' Reliability and validity are included in the extended version (link). This table includes measures with Good or Excellent ratings.

=== Likelihood ratios and AUCs of screening measures for adolescent depression ===
{| class=&quot;wikitable sortable&quot;
|-
! Screening Measure (Primary Reference) !! AUC !! LR+ (score) !! LR- (score) !! Clinical Generalizability
!Download
|- 
|WHO-Five Well-being Index (WHO-5) [http://www.ncbi.nlm.nih.gov/pubmed/12830302 3]&lt;ref name=&quot;BechEtAl2003&quot;&gt;{{cite journal|last1=Bech|first1=P|last2=Olsen|first2=LR|last3=Kjoller|first3=M|last4=Rasmussen|first4=NK|title=Measuring well-being rather than the absence of distress symptoms: a comparison of the SF-36 Mental Health subscale and the WHO-Five Well-Being Scale.|journal=International journal of methods in psychiatric research|date=2003|volume=12|issue=2|pages=85-91|pmid=12830302}}&lt;/ref&gt;&lt;ref name=&quot;ChristensenEtAl2015&quot;&gt;{{cite journal|last1=Christensen|first1=KS|last2=Haugen|first2=W|last3=Sirpal|first3=MK|last4=Haavet|first4=OR|date=June 2015|title=Diagnosis of depressed young people--criterion validity of WHO-5 and HSCL-6 in Denmark and Norway.|journal=Family practice|volume=32|issue=3|pages=359-63|pmid=25800246}}&lt;/ref&gt;|| .885 (N=294) || 4.40 (raw score 11+) || .15 (raw score ≤) || General sample of adolescents from Norway and Denmark 
|Link to free download:

[https://www.psykiatri-regionh.dk/who-5/Documents/WHO5_English.pdf WHO-5]
|-
|Hopkins Symptom Checklist-10 (HSCL-10) (short version of SCL-90)&lt;ref name=&quot;HaavetEtAl2007&quot;&gt;{{cite journal|last1=Haavet|first1=OR|last2=Christensen|first2=KS|last3=Sirpal|first3=MK|last4=Haugen|first4=W|title=Diagnosis of depression among adolescents--a clinical validation study of key questions and questionnaire.|journal=BMC family practice|date=13 July 2007|volume=8|pages=41|pmid=17626643}}&lt;/ref&gt; &lt;ref name=&quot;HaavetEtAl2011&quot;&gt;{{cite journal|last1=Haavet|first1=OR|last2=Sirpal|first2=MK|last3=Haugen|first3=W|last4=Christensen|first4=KS|date=April 2011|title=Diagnosis of depressed young people in primary health care--a validation of HSCL-10.|journal=Family practice|volume=28|issue=2|pages=233-7|pmid=20937663}}&lt;/ref&gt;|| .8862 (N=294) || Boys: 7.2, Girls:3.2 (raw score 16/10) || Boys:.14, Girls:.17 (raw score ≤) || General sample of adolescents from Norway and Denmark 
|
|-
|6-item Kutcher Adolescent Depression Scale (KADS)&lt;ref name=&quot;LeBlancEtAl2002&quot;&gt;{{cite journal|last1=LeBlanc|first1=JC|last2=Almudevar|first2=A|last3=Brooks|first3=SJ|last4=Kutcher|first4=S|title=Screening for adolescent depression: comparison of the Kutcher Adolescent Depression Scale with the Beck depression inventory.|journal=Journal of child and adolescent psychopharmacology|date=2002|volume=12|issue=2|pages=113-26|pmid=12188980}}&lt;/ref&gt; &lt;ref name=&quot;LeBlancEtAl2002&quot; /&gt;|| .89 (N=309) || 3.17 (raw score 6) || .11 (raw score ≤) ||
|Link to free download:
[http://teenmentalhealth.org/wp-content/uploads/2014/09/6-KADS.pdf KADS] 
|-
|}

=== Interpreting depression screening measure scores ===
For information on interpreting screening measure scores, click [[Evidence based assessment/Prediction phase#Interpreting screening measure scores|here.]]

==[[Evidence based assessment/Prescription phase|'''Prescription phase''']]==
===Gold standard diagnostic interviews===
* For a list of broad-reaching diagnostic interviews sortable by disorder with PDFs (if applicable), [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prescription_phase&amp;wteswitched=1#Common_Diagnostic_Interviews click here.]

===Diagnostic instruments specific for adolescent depression ===
{| class=&quot;wikitable&quot;
! colspan=&quot;8&quot; |Diagnostic instruments for adolescent depression
|-
!Measure
!Parent Version  (Age)
!Youth Version  (Age)
!Format of Item  Administration
!Format of  Response Style
!Cost and Access
!Administration  Time (for full interview in minutes)
!Rater Qualifications and Training
|-
|Child and Adolescent Psychiatric Assessment (CAPA)&lt;ref&gt;{{Cite journal|last=Angold|first=Adrian|last2=Costello|first2=E. Jane|date=2000-1|title=The Child and Adolescent Psychiatric Assessment (CAPA)|url=https://linkinghub.elsevier.com/retrieve/pii/S0890856709660998|journal=Journal of the American Academy of Child &amp; Adolescent Psychiatry|language=en|volume=39|issue=1|pages=39–48|doi=10.1097/00004583-200001000-00015}}&lt;/ref&gt;
|9-18
|9-18
|Structured with the option for additional semi-structured inquires
|Close-Ended  (Y/N)

Mix of  Close-Ended (Likert) and Open-Ended
|Information available through the Developmental Epidemiology Center at Duke University
|60-120 
|Bachelor’s degree plus required training by individuals trained on this interview (Angold &amp; Costello, 2000)
|-
|Children’s Interview for Psychiatric Syndromes (ChIPS)&lt;ref&gt;{{Cite journal|last=Weller|first=Elizabeth B.|last2=Weller|first2=Ronald A.|last3=Fristad|first3=Mary A.|last4=Rooney|first4=Marijo Teare|last5=Schecter|first5=Jennifer|date=2000-1|title=Children's Interview for Psychiatric Syndromes (ChIPS)|url=https://linkinghub.elsevier.com/retrieve/pii/S0890856709661037|journal=Journal of the American Academy of Child &amp; Adolescent Psychiatry|language=en|volume=39|issue=1|pages=76–84|doi=10.1097/00004583-200001000-00019}}&lt;/ref&gt;
|6-18
|6-18
|Structured with the option for additional semi-structured inquires
|Close-Ended  (Y/N)
|Approximately $90; Available through various retailers
|20-50
|Trained lay person supervised by a licensed clinician. Administration manual includes training materials. (Weller, Weller, Fristad, Rooney, &amp; Schecter,  2000)
|-
|Diagnostic Individual Schedule for Children IV (DISC-IV)&lt;ref&gt;{{Cite journal|last=Shaffer|first=David|last2=Fisher|first2=Prudence|last3=Lucas|first3=Christopher P.|last4=Dulcan|first4=Mina K.|last5=Schwab-Stone|first5=Mary E.|date=2000-1|title=NIMH Diagnostic Interview Schedule for Children Version IV (NIMH DISC-IV): Description, Differences From Previous Versions, and Reliability of Some Common Diagnoses|url=https://linkinghub.elsevier.com/retrieve/pii/S0890856709660986|journal=Journal of the American Academy of Child &amp; Adolescent Psychiatry|language=en|volume=39|issue=1|pages=28–38|doi=10.1097/00004583-200001000-00014}}&lt;/ref&gt;
|6-17
|9-17
|Structured
|Close-Ended  (Y/N)
|Ranges from  $150-$2000 per computer installation; Charge for paper version is minimal to  cover copying and mailing expenses; email disc@worldnet.att.net
|90-120
|Lay person with  supervision by a licensed clinician. Training is strongly recommended. Details on training available by contacting [[Mailto:disc@worldnet.att.net|disc@worldnet.att.net]] 

(“NIMH  Diagnostic Interview Schedule for Children Version IV (NIMH DISC-IV):  description, differences from previous versions, and reliability of some... -  PubMed - NCBI,” n.d.)
|-
|Mini-International  Neuropsychiatric Interview for Children and Adolescents (MINI-KIDS)
|6-17
|13-17
|Structured 
|Close-Ended  (Y/N)
|Free for download and use if specific criteria met
|15-50 minutes
|Trained lay person supervised by a licensed clinician. Training by licensed clinician is recommended. 

&lt;nowiki&gt;http://harmresearch.org/index.php/mini-international-neuropsychiatric-interview-mini/&lt;/nowiki&gt;  

(Sheehan et al., 1998)
|-
|[[wikipedia:Patient_Health_Questionnaire|Patient Health Questionnaire 9 (PHQ-9)]]
|18+
|
|Self Report 
|Close-Ended (Likert) 
|Free for download and use if specific criteria met
|3-5 minutes
|No training required. Available for free online [https://www.phqscreeners.com/select-screener/36 here]
|}

===Severity scales for adolescent depression===
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
! colspan=&quot;6&quot; |Diagnostic instruments for adolescent d'''epression'''
|-
! Measure
!Informant
! Format (Reporter)
! Age Range
! Administration/
Completion Time
!Free and Accessible Measures
|-
| Children's Depression Rating Scale - Revised (CDRS-R)
|Parent
| Structured Interview&lt;ref name=&quot;:4&quot;&gt;{{Cite journal|last=Mayes|first=Taryn L.|last2=Bernstein|first2=Ira H.|last3=Haley|first3=Charlotte L.|last4=Kennard|first4=Betsy D.|last5=Emslie|first5=Graham J.|date=2010-12|title=Psychometric Properties of the Children's Depression Rating Scale–Revised in Adolescents|url=https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3003451/|journal=Journal of Child and Adolescent Psychopharmacology|volume=20|issue=6|pages=513–516|doi=10.1089/cap.2010.0063|issn=1044-5463|pmc=PMC3003451|pmid=21186970}}&lt;/ref&gt;
| 6-12
| 15-20 minutes
|
* Link to purchase [https://www.wpspublish.com/store/p/2703/cdrs-r-children-s-depression-rating-scale-revised#purchase-product CDRS-R]
*[http://www.opapc.com/uploads/documents/CDRS-R.pdf PDF] (excerpt)
|-
|Reynolds Adolescent Depression Scale 2 (RADS-2)
|Youth
|Questionnaire
|13-17
|5-10  minutes
|
* Link to purchase [https://www.parinc.com/products/pkey/348 RADS-2] 
|-
|Revised Children's Anxiety and Depression Scale (RCADS)
|Youth
|Questionnaire 
|6-18
|12 minutes
|
* Link to download [https://www.corc.uk.net/outcome-experience-measures/revised-childrens-anxiety-and-depression-scale-and-subscales/ RCADS]
|}
'''Note:''' Reliability and validity are included in the extended version (link). This table includes measures with Good or Excellent ratings.

==[[Evidence based assessment/Process phase|'''Process phase''']]==
The following section contains a brief overview of treatment options for depression and a list of process and outcome measures for adolescent depression. The section includes benchmarks based on published norms and on mood samples for several outcome and severity measures, as well as information about commonly used process measures. Process and outcome measures are used as part of the [[Evidence based assessment/Process phase|process phase]] of assessment. For more information on differences between process and outcome measures, see the page on the [[Evidence based assessment/Process phase|process phase of assessment]].

=== Process measures ===
{{blockquotetop}}
'''A.  Mood and Energy Thermometer''' 
&amp;nbsp;This is an improved and practical way of monitoring complex mood cycles and daily schedules. Given that some clinicians and patients may get confused about different 1 to 10 scales (e.g., a 10 could mean extreme depression or extreme mania or no depression), the Mood &amp; Energy Thermometer improves the language in communicating (and monitoring) mood. Moreover, many children report their energy levels more accurately than their moods and therefore, energy levels are incorporated into the mood rating. The Mood &amp; Energy Thermometer that was developed at Western Psychiatric Institute and Clinic (WPIC; and used in about 400 kids) rates mania and increased energy on a 1 to 10 scale, rates depression and tiredness on a -1 to -10 scale, and attempts to form a common language between patients, families, and clinicians. This scale also takes into account the amount of time spent depressed or manic; for example, -4 would mean “mild depression” and “mild tiredness” present ≥50% of the time, and -3 would mean “mild depression” and “mild tiredness” present &lt; 50% of the time. The inclusion of measuring energy levels is consistent with the DSM-5, as energy level is now included in the DSM-5 as a main mood symptom criterion. Bipolar track patients (whether they experienced mania, depression, or mixed features) rated their (Q: is the parent rating his/her own moods/energy, or his/her child's?) mood and energy levels every day on this scale, and a master’s-level clinician met with them on a daily basis to help them better identify and record their mood symptoms, which has significant clinical value not only for treatment but also to prevent future episodes.&lt;ref name=&quot;:3&quot;&gt;{{Cite web|url=http://pediatricbipolar.pitt.edu/resources/instruments|title=Instruments {{!}} CABS {{!}} University of Pittsburgh|website=pediatricbipolar.pitt.edu|language=en|access-date=2018-05-31}}&lt;/ref&gt;

*[https://mfr.osf.io/render?url=https://osf.io/p4a8s/?action=download%26mode=render Mood and Energy Thermometer]&lt;ref name=&quot;:3&quot; /&gt;

*[https://mfr.osf.io/render?url=https://osf.io/upe2a/?action=download%26mode=render Mood and Energy Thermometer with Anger and Anxiety (with recording/monitoring card)]&lt;ref name=&quot;:3&quot; /&gt;

*[https://mfr.osf.io/render?url=https://osf.io/d2fge/?action=download%26mode=render Mood and Energy Thermometer with Anger and Anxiety - Simplified Version]&lt;ref name=&quot;:3&quot; /&gt;
'''B.  Life Charts'''
* To learn more about how life charts can be used with adolescent depression, [http://www.bipolarnews.org/Life%20Charting%20Description.htm see here]
* [https://mfr.osf.io/render?url=https://osf.io/amq6k/?action=download%26mode=render Life Charts for Depression and Bipolar]
{{blockquotebottom}}
=== Outcome and severity measures ===
* This table includes clinically significant benchmarks for '''Depression in Youth''' specific outcome measures
* Information on how to interpret this table can be [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Process_phase found here].
* Additionally, these [[Evidence based assessment/Vignettes|vignettes]] might be helpful resources for understanding appropriate adaptations of outcome measures in practice.
*''&lt;u&gt;For clinically significant change benchmarks for the CBCL, YSR, and TRF total, externalizing, internalizing, and attention benchmarks,&lt;/u&gt;'' [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Process_phase&amp;wteswitched=1#Clinically_significant_change_benchmarks_for_widely-used_outcome_measures see here.]
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
| colspan=&quot;8&quot; |'''Clinically significant change benchmarks with common instruments for adolescent depression'''
|-
| rowspan=&quot;1&amp;quot;&quot; style=&quot;text-align:center;font-size:130%;&quot; | &lt;b&gt; Measure&lt;/b&gt;
| style=&quot;text-align:center;font-size:130%;&quot; | &lt;b&gt;Subscale&lt;/b&gt;
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:130%&quot; width=&quot;300&quot; | &lt;b&gt; Cut-off scores&lt;/b&gt;
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:120%&quot; | &lt;b&gt; Critical Change &lt;br&gt; (unstandardized scores)&lt;/b&gt;
|-
| colspan=&quot;8&quot;  span style=&quot;font-size:110%; text-align:center;&quot; | &lt;b&gt; Benchmarks Based on Published Norms &lt;/b&gt;
|-
| colspan=&quot;2&quot; |
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; A&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; B&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; C&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; 95%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; 90%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; SE&lt;sub&gt;difference&lt;/sub&gt;&lt;/b&gt;
|-
| rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | &lt;b&gt;Beck Depression Inventory-II&lt;/b&gt;
| style=&quot;text-align:center;&quot;|
| style=&quot;text-align:center;&quot;| 4
| style=&quot;text-align:center;&quot;| 22
| style=&quot;text-align:center;&quot;| 15
| style=&quot;text-align:center;&quot;| 9
| style=&quot;text-align:center;&quot;| 8
| style=&quot;text-align:center;&quot;| 4.8
|-
| rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | &lt;b&gt; CBCL T-scores &lt;br&gt; (2001 Norms)&lt;/b&gt;
| style=&quot;text-align:right;&quot; | &lt;i&gt; Total&lt;/i&gt;
| style=&quot;text-align:center;&quot;| 49
| style=&quot;text-align:center;&quot;| 70
| style=&quot;text-align:center;&quot;| 58
| style=&quot;text-align:center;&quot;| 5
| style=&quot;text-align:center;&quot;| 4
| style=&quot;text-align:center;&quot;| 2.4
|-
| colspan=&quot;8&quot;  span style=&quot;font-size:110%; text-align:center;&quot; | &lt;b&gt; Benchmarks Based on Mood Samples &lt;/b&gt;
|-
| colspan=&quot;8&quot;  span style=&quot;font-size:100%; text-align:center;&quot; | &lt;b&gt;[http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.198.9176&amp;rep=rep1&amp;type=pdf Gracious et al., 2002]&lt;ref&gt;{{cite journal|last1=Gracious|first1=BL|last2=Youngstrom|first2=EA|last3=Findling|first3=RL|last4=Calabrese|first4=JR.|title=Discriminative validity of a parent version of the Young Mania Rating Scale.|journal=Journal of American Academy of Child and Adolescent Psychiatry|date=November 2002|volume=41|issue=11|url=http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.198.9176&amp;rep=rep1&amp;type=pdf|accessdate=10 February 2014}}&lt;/ref&gt;&lt;/b&gt;
|-
| rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | &lt;b&gt; Young Mania Rating Scale - Parent &lt;br&gt; (Full)&lt;/b&gt;
| style=&quot;text-align:center;&quot;| n/a
| style=&quot;text-align:center;&quot;| 5.2
| style=&quot;text-align:center;&quot;| 22.1
| style=&quot;text-align:center;&quot;| 14.4
| style=&quot;text-align:center;&quot;| 4.3
| style=&quot;text-align:center;&quot;| 3.6
| style=&quot;text-align:center;&quot;| 2
|-
| rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | &lt;b&gt; Young Mania Rating Scale - Parent &lt;br&gt; (Brief)&lt;/b&gt;
| style=&quot;text-align:center;&quot;| n/a
| style=&quot;text-align:center;&quot;| 6.8
| style=&quot;text-align:center;&quot;| 27.4
| style=&quot;text-align:center;&quot;| 17.5
| style=&quot;text-align:center;&quot;| 5
| style=&quot;text-align:center;&quot;| 4.2
| style=&quot;text-align:center;&quot;| 2.5
|}

'''4.1.b – Beck Depression Inventory- II, ages 13 and up'''&lt;ref&gt;'''Beck AT''', '''Steer RA''', '''Brown G'''. '''1996'''. ''Beck Depression Inventory''. San Antonio, TX: Harcourt Brace Educ. Meas. 2nd ed.&lt;/ref&gt;

'''4.1.c – KSADS Depression Rating Scale (Axelson, 2006)'''

'''4.1.d – Children’s Depression Rating Scale-Revised (CDRS-R; Elva et al., 1996)'''

'''4.1.e – Children’s Depression Inventory, ages 7-17 (CDI; Kovacs, 1992)'''

=== Treatment ===
For treatment of depression in youth, there are two main types of treatment: psychosocial interventions and medication. There has been significant controversy over the use of psychotropic medications with children and many studies have looked at the efficacy of medication, psychosocial interventions, or a combination of both.

One of the most effective treatments for depression in youth is psychosocial interventions, which has been shown to lead to substantial reduction in symptoms for children and adolescents. A recent meta-analysis found that psychosocial interventions had an effect size of 1.14 and the reduction in depressive symptoms was maintained over time. On the other hand, the meta-analysis reported that pharmacological treatments did not lead to significant symptom reduction and had an effect size of 0.19.&lt;ref&gt;{{Cite journal|last=Michael|first=Kurt D|last2=Crowley|first2=Susan L|title=How effective are treatments for child and adolescent depression?|url=https://doi.org/10.1016/S0272-7358(01)00089-7|journal=Clinical Psychology Review|volume=22|issue=2|pages=247–269|doi=10.1016/s0272-7358(01)00089-7}}&lt;/ref&gt; Additionally, medications such as Selective Serotonin Reuptake Inhibitors (SSRIs) have presented concerns about increasing suicidality and harmful behavior.&lt;ref&gt;{{Cite journal|last=Jane Garland|first=E.|last2=Kutcher|first2=Stan|last3=Virani|first3=Adil|last4=Elbe|first4=Dean|date=2016|title=Update on the Use of SSRIs and SNRIs with Children and Adolescents in Clinical Practice|url=https://www.ncbi.nlm.nih.gov/pubmed/27047551|journal=Journal of the Canadian Academy of Child and Adolescent Psychiatry = Journal De l'Academie Canadienne De Psychiatrie De L'enfant Et De L'adolescent|volume=25|issue=1|pages=4–10|issn=1719-8429|pmc=PMC4791100|pmid=27047551}}&lt;/ref&gt; One of the most commonly used psychosocial interventions is cognitive behavioral therapy, which consists of individual or group sessions in which the provider helps the client address cognitive distortions and maladaptive thinking patterns that contribute to the maintenance of depressive thoughts.&lt;ref&gt;{{Cite journal|last=Driessen|first=Ellen|last2=Hollon|first2=Steven D.|title=Cognitive Behavioral Therapy for Mood Disorders: Efficacy, Moderators and Mediators|url=http://linkinghub.elsevier.com/retrieve/pii/S0193953X1000047X|journal=Psychiatric Clinics of North America|volume=33|issue=3|pages=537–555|doi=10.1016/j.psc.2010.04.005}}&lt;/ref&gt;

* Please refer to the page on adolescent [https://www.aacap.org/aacap/Families_and_Youth/Resource_Centers/Depression_Resource_Center/Home.aspx depression] for more information on available treatment for adolescent depression or go to [http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/sadness-hopelessness-and-depression/ Effective Child Therapy] for a curated resource on effective treatments for adolescent depression.

=='''External Resources'''==

# [http://apps.who.int/classifications/icd10/browse/2010/en#/F33 ICD-10 diagnostic criteria]
# [https://en.wikiversity.org/w/index.php?title=Helping_Give_Away_Psychological_Science/Resources/Annotated_List_of_Where_and_How_to_Find_a_Therapist&amp;wteswitched=1#Other_low-cost_options Find-a-Therapist] (a curated list of find-a-therapist websites where you can find a provider)
# [https://www.nimh.nih.gov/health/publications/teen-depression/index.shtml NIMH] (information about adolescent depression)
# [https://www.hopkinsmedicine.org/psychiatry/specialty_areas/moods/ADAP/docs/ADAP-Booklet_FINAL.pdf John's Hopkins Resource Guide] (a guide about adolescent depression, treatment, and more)
# OMIM (Online Mendelian Inheritance in Man)
## [https://www.omim.org/entry/608516 608516]
## [https://www.omim.org/entry/608520 608520]
## [https://www.omim.org/entry/608691 608691]
# [https://emedicine.medscape.com/article/286759-overview eMedicine entry for adult depression]
#[http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/sadness-hopelessness-and-depression/ Effective Child Therapy]
##Effective Child Therapy is a website sponsored by Division 53 of the American Psychological Association (APA), or The [https://sccap53.org Society of Clinical Child and Adolescent Psychology] (SCCAP), in collaboration with the Association for Behavioral and Cognitive Therapies (ABCT). Use for information on symptoms and available treatments.

== '''References''' ==
{{collapse top|Click here for references}}
{{Reflist|30em}}

[[Category:Psychological disorder portfolios|{{SUBPAGENAME}}]]
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      <sha1>mtjxhsae5i1vqnelrwopwcvs2047kqk</sha1>
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{{medical disclaimer}}
{{:{{BASEPAGENAME}}/Sidebar}}
==[[Evidence based assessment/Portfolio template/What is a &quot;portfolio&quot;|'''What is a &quot;portfolio&quot;?''']]==
For background information on what assessment portfolios are, click the link in the heading above.

Want even '''more''' information about this topic? There's an extended version of this page [[Evidence-based assessment/Depression in youth (assessment portfolio)/extended version|here]].

==[[Evidence based assessment/Preparation phase|'''Preparation phase''']]==

===Diagnostic criteria for depression in youth ===
{{blockquotetop}}'''ICD-11 Diagnostic Criteria'''
*Depressive Disorders
**Depressive disorders are characterized by depressive mood (e.g., sad, irritable, empty) or loss of pleasure accompanied by other cognitive, behavioural, or neurovegetative symptoms that significantly affect the individual’s ability to function. A depressive disorder should not be diagnosed in individuals who have ever experienced a manic, mixed or hypomanic episode, which would indicate the presence of a bipolar disorder.
*Single Episode Depressive Disorder
**Single episode depressive disorder is characterized by the presence or history of one depressive episode when there is no history of prior depressive episodes. A depressive episode is characterized by a period of almost daily depressed mood or diminished interest in activities lasting at least two weeks accompanied by other symptoms such as difficulty concentrating, feelings of worthlessness or excessive or inappropriate guilt, hopelessness, recurrent thoughts of death or suicide, changes in appetite or sleep, psychomotor agitation or retardation, and reduced energy or fatigue. There have never been any prior manic, hypomanic, or mixed episodes, which would indicate the presence of a bipolar disorder.
***Note: The ICD-11 lists 10 additional subcategories of single episode depressive disorder. They can be found [https://icd.who.int/browse11/l-m/en#/http%3a%2f%2fid.who.int%2ficd%2fentity%2f578635574 here].
*Recurrent Depressive Disorder
**Recurrent depressive disorder is characterized by a history or at least two depressive episodes separated by at least several months without significant mood disturbance. A depressive episode is characterized by a period of almost daily depressed mood or diminished interest in activities lasting at least two weeks accompanied by other symptoms such as difficulty concentrating, feelings of worthlessness or excessive or inappropriate guilt, hopelessness, recurrent thoughts of death or suicide, changes in appetite or sleep, psychomotor agitation or retardation, and reduced energy or fatigue. There have never been any prior manic, hypomanic, or mixed episodes, which would indicate the presence of a Bipolar disorder.
***Note: The ICD-11 lists 10 additional subcategories of recurrent depressive disorder. They can be found [https://icd.who.int/browse11/l-m/en#/http%3a%2f%2fid.who.int%2ficd%2fentity%2f1194756772 here].
*Dysthymic Disorder
**Dysthymic disorder is characterized by a persistent depressive mood (i.e., lasting 2 years or more), for most of the day, for more days than not. In children and adolescents depressed mood can manifest as pervasive irritability.The depressed mood is accompanied by additional symptoms such as markedly diminished interest or pleasure in activities, reduced concentration and attention or indecisiveness, low self-worth or excessive or inappropriate guilt, hopelessness about the future, disturbed sleep or increased sleep, diminished or increased appetite, or low energy or fatigue. During the first 2 years of the disorder, there has never been a 2-week period during which the number and duration of symptoms were sufficient to meet the diagnostic requirements for a Depressive Episode. There is no history of Manic, Mixed, or Hypomanic Episodes.
*Mixed Depressive and Anxiety Disorder
**Mixed depressive and anxiety disorder is characterized by symptoms of both anxiety and depression more days than not for a period of two weeks or more. Neither set of symptoms, considered separately, is sufficiently severe, numerous, or persistent to justify a diagnosis of a depressive episode, dysthymia or an anxiety and fear-related disorder. Depressed mood or diminished interest in activities must be present accompanied by additional depressive symptoms as well as multiple symptoms of anxiety. The symptoms result in significant distress or significant impairment in personal, family, social, educational, occupational or other important areas of functioning. There have never been any prior manic, hypomanic, or mixed episodes, which would indicate the presence of a bipolar disorder.
#
==== Changes in DSM-5 ====
* The diagnostic criteria for depressive disorders changed slightly from  [[DSM-IV]] to [[w:Diagnostic_and_Statistical_Manual_of_Mental_Disorders#DSM-IV-TR_.282000.29|DSM-5-TR]]. Summaries are available [https://psychiatry.org/psychiatrists/practice/dsm/updates-to-dsm/updates-to-dsm-5-tr-criteria-text here] and [[w:DSM-5|here]].
{{blockquotebottom}}

===Base rates of adolescent depression in different clinical settings===
This section describes the demographic setting of the population(s) sampled, base rates of diagnosis, country/region sampled, and the diagnostic method that was used. Using this information, clinicians will be able to anchor the rates of adolescent depression that they are likely to see in their clinical practices.

* '''''To find prevalence rates across multiple disorders,''''' [[Evidence based assessment/Preparation phase#Base rates for transdiagnostic comparison|click here.]]

{| class=&quot;wikitable&quot;
|-
! Demography 
! Setting !! Base Rate !! Diagnostic Method
|-
| French general practitioner network 
| Children and adolescents attending primary care&lt;ref name=&quot;MathetEtAl2002&quot;&gt;{{cite journal|last1=Mathet|first1=F|last2=Martin-Guehl|first2=C|last3=Maurice-Tison|first3=S|last4=Bouvard|first4=MP|date=2002|title=Prevalence of depressive disorders in children and adolescents attending primary care. A survey with the Aquitaine Sentinelle Network.|journal=L'Encephale|volume=29|issue=5|pages=391-400|pmid=14615688}}&lt;/ref&gt; (2002) || 5.0% || CES-D, CBCL, Kiddie Schedule for Affective Disorders and Schizophrenia - Present and Lifetime Version (KSADS-PL) &lt;sup&gt;y&lt;/sup&gt;
|-
| All of U.S.A. 
| National Comorbidity Survey-Adolescent (ages 13-18)&lt;ref name=&quot;MerikangasEtAl2010&quot;&gt;{{cite journal|last1=Merikangas|first1=KR|last2=He|first2=JP|last3=Burstein|first3=M|last4=Swanson|first4=SA|last5=Avenevoli|first5=S|last6=Cui|first6=L|last7=Benjet|first7=C|last8=Georgiades|first8=K|last9=Swendsen|first9=J|date=October 2010|title=Lifetime prevalence of mental disorders in U.S. adolescents: results from the National Comorbidity Survey Replication--Adolescent Supplement (NCS-A).|journal=Journal of the American Academy of Child and Adolescent Psychiatry|volume=49|issue=10|pages=980-9|pmid=20855043}}&lt;/ref&gt; (2010) || 6.9%-15.4% || National Comorbidity Survey-Adolescent (NCS-A) Interview Schedule &lt;sup&gt;p, y&lt;/sup&gt;
|-
| North Carolina 
| Great Smoky Mountains Study: Community Sample (ages 9-13) (1997)&lt;ref name=&quot;CostelloEtAl1997&quot;&gt;{{cite journal|last1=Costello|first1=EJ|last2=Farmer|first2=EM|last3=Angold|first3=A|last4=Burns|first4=BJ|last5=Erkanli|first5=A|date=May 1997|title=Psychiatric disorders among American Indian and white youth in Appalachia: the Great Smoky Mountains Study.|journal=American journal of public health|volume=87|issue=5|pages=827-32|pmid=9184514}}&lt;/ref&gt;|| .03-1.45% || CAPA = Child and Adolescent Psychiatric Assessment&lt;ref&gt;{{Cite journal|last=Angold|first=A.|last2=Costello|first2=E. J.|date=2000-1|title=The Child and Adolescent Psychiatric Assessment (CAPA)|url=https://www.ncbi.nlm.nih.gov/pubmed/10638066|journal=Journal of the American Academy of Child and Adolescent Psychiatry|volume=39|issue=1|pages=39–48|doi=10.1097/00004583-200001000-00015|issn=0890-8567|pmid=10638066}}&lt;/ref&gt;
|-
| All of U.S.A. 
| Acute psychiatric hospitalizations in 2009-2010 children (under the age of 15) (Blader &amp; Carlson, 2010) || 13% || Centers for Disease Control survey of discharge diagnoses
|-
| Northwestern U.S.A. high school 
| High school students (1993)&lt;ref name=&quot;LewinsohnEtAl1993&quot;&gt;{{cite journal|last1=Lewinsohn|first1=PM|last2=Hops|first2=H|last3=Roberts|first3=RE|last4=Seeley|first4=JR|last5=Andrews|first5=JA|date=February 1993|title=Adolescent psychopathology: I. Prevalence and incidence of depression and other DSM-III-R disorders in high school students.|journal=Journal of abnormal psychology|volume=102|issue=1|pages=133-44|pmid=8436689}}&lt;/ref&gt;|| 9.6% || KSADS
|-
| All of U.S.A. 
| Gender differences, males and females, respectively (2010)&lt;ref name=&quot;MerikangasEtAl2010&quot; /&gt;|| 7.5%-15% || NCS-A Interview Schedule &lt;sup&gt;p, y &lt;/sup&gt;
|-
| Varied 
| Meta-analysis, adolescents 13 to 18 years (2006)&lt;ref name=&quot;CostelloEtAl2006&quot;&gt;{{cite journal|last1=Costello|first1=EJ|last2=Erkanli|first2=A|last3=Angold|first3=A|date=December 2006|title=Is there an epidemic of child or adolescent depression?|journal=Journal of child psychology and psychiatry, and allied disciplines|volume=47|issue=12|pages=1263-71|pmid=17176381}}&lt;/ref&gt;|| 5.7% || DISC, CIDI, SDI, K-SADS, CAS, CAPA, IOW, DAWBA
|-
| All of U.S.A. 
| National Comorbidity Survey-Adolescent Supplement (NCS-A) (2015)&lt;ref name=&quot;AvenevoliEtAl2015&quot;&gt;{{cite journal|last1=Avenevoli|first1=S|last2=Swendsen|first2=J|last3=He|first3=JP|last4=Burstein|first4=M|last5=Merikangas|first5=KR|date=January 2015|title=Major depression in the national comorbidity survey-adolescent supplement: prevalence, correlates, and treatment.|journal=Journal of the American Academy of Child and Adolescent Psychiatry|volume=54|issue=1|pages=37-44.e2|pmid=25524788}}&lt;/ref&gt;|| 11.0% || CIDI 
|-
| American middle school 
| Ethnically diverse sample of middle school (Grades 6-8) students (1997)&lt;ref name=&quot;RobertsEtAl1997&quot;&gt;{{cite journal|last1=Roberts|first1=RE|last2=Roberts|first2=CR|last3=Chen|first3=YR|date=February 1997|title=Ethnocultural differences in prevalence of adolescent depression.|journal=American journal of community psychology|volume=25|issue=1|pages=95-110|pmid=9231998}}&lt;/ref&gt;|| 1.9% (Chinese descent) to 6.6% (Mexican descent) || DISC
|-
|American public school
|High school freshman in public school (2009)&lt;ref&gt;{{Cite journal|last=Goyal|first=Sunil|last2=Srivastava|first2=Kalpana|last3=Bansal|first3=Vivek|date=2009-01-01|title=Study of prevalence of depression in adolescent students of a public school|url=http://www.industrialpsychiatry.org/text.asp?2009/18/1/43/57859|journal=Industrial Psychiatry Journal|language=en|volume=18|issue=1|doi=10.4103/0972-6748.57859}}&lt;/ref&gt;
|18.4%
|GHQ-12 and BDI
|-
|Cross-sectional sample of socioeconomic groups
|Adolescents 12-17 (2016)&lt;ref&gt;{{Cite journal|last=Mojtabai|first=Ramin|last2=Olfson|first2=Mark|last3=Han|first3=Beth|date=2016-12-01|title=National Trends in the Prevalence and Treatment of Depression in Adolescents and Young Adults|url=http://pediatrics.aappublications.org/content/138/6/e20161878|journal=Pediatrics|language=en|volume=138|issue=6|pages=e20161878|doi=10.1542/peds.2016-1878|issn=0031-4005|pmid=27940701}}&lt;/ref&gt;
|increased from 8.7% in 2005 to 11.3% in 2014 
|NCS-Replication
|-
|Epidemiological (CDC)
|
|2.1%&lt;ref name=&quot;:02&quot;&gt;{{Cite journal|last=Perou|first=Ruth|last2=Bitsko|first2=Rebecca H.|last3=Blumberg|first3=Stephen J.|last4=Pastor|first4=Patricia|last5=Ghandour|first5=Reem M.|last6=Gfroerer|first6=Joseph C.|last7=Hedden|first7=Sarra L.|last8=Crosby|first8=Alex E.|last9=Visser|first9=Susanna N.|date=2013-05-17|title=Mental health surveillance among children--United States, 2005-2011|url=https://www.ncbi.nlm.nih.gov/pubmed/23677130|journal=MMWR supplements|volume=62|issue=2|pages=1–35|issn=2380-8942|pmid=23677130}}&lt;/ref&gt;
|
|}

&lt;sup&gt;p&lt;/sup&gt;:Parent interviewed as component of diagnostic assessment; &lt;sup&gt;y&lt;/sup&gt;:youth interviewed as part of diagnostic assessment.

==[[Evidence based assessment/Prediction phase|'''Prediction phase''']]==

=== Psychometric properties of screening instruments for adolescent depression ===
The following section contains a list of screening and diagnostic instruments for adolescent depression. The section includes administration information, psychometric data, and PDFs or links to the screenings. 
* Screenings are used as part of the [[Evidence based assessment/Prediction phase|prediction phase]] of assessment; for more information on interpretation of this data, or how screenings fit in to the assessment process, [[Evidence based assessment/Prediction phase|'''click here''']]. 
* '''''For a list of more broadly-reaching screening instruments, [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prediction_phase&amp;wteswitched=1#Common_screening_instruments click here.]'''''

{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
! colspan=&quot;5&quot; |Screening instruments for adolescent depression
|-
! Measure
! Format (Reporter)
! Age Range
! Administration/
Completion Time
!Where to Access
|-
|[[wikipedia:The_Mood_and_Feelings_Questionnaire|Mood and Feelings Questionnaire]] (MFQ) 
| Self-report
| 6-17
| 5-10 minutes&lt;ref&gt;{{Cite web|url=http://www.cebc4cw.org/assessment-tool/mood-and-feelings-questionnaire-mfq/|title=CEBC » Assessment Tool › Mood And Feelings Questionnaire Mfq|website=www.cebc4cw.org|language=en|accessdate=2018-03-01}}&lt;/ref&gt;
|
* [https://mfr.osf.io/render?url=https://osf.io/enx4b/?action=download%26mode=render Child Self Report - long version]
* [https://mfr.osf.io/render?url=https://osf.io/mcg5w/?action=download%26mode=render Child Self Report - short version]
* [https://mfr.osf.io/render?url=https://osf.io/cw27p/?action=download%26mode=render Parent Report on Child - long version]
* [https://mfr.osf.io/render?url=https://osf.io/kybr4/?action=download%26mode=render Parent Report on Child - short version]
* [https://mfr.osf.io/render?url=https://osf.io/sb5xw/?action=download%26mode=render Adult Self-Report - long version]
* [https://mfr.osf.io/render?url=https://osf.io/xa7v6/?action=download%26mode=render Adult Self-Report - short version]
|-
|Revised Children’s Anxiety and Depression Scale (RCADS) &lt;ref&gt;{{Cite journal|last=Ebesutani|first=Chad|last2=Reise|first2=Steven P.|last3=Chorpita|first3=Bruce F.|last4=Ale|first4=Chelsea|last5=Regan|first5=Jennifer|last6=Young|first6=John|last7=Higa-McMillan|first7=Charmaine|last8=Weisz|first8=John R.|date=2012|title=The Revised Child Anxiety and Depression Scale-Short Version: Scale reduction via exploratory bifactor modeling of the broad anxiety factor.|url=http://doi.apa.org/getdoi.cfm?doi=10.1037/a0027283|journal=Psychological Assessment|language=en|volume=24|issue=4|pages=833–845|doi=10.1037/a0027283|issn=1939-134X}}&lt;/ref&gt;
|Questionnaire (Child)
|6-18
|12 minutes
|
*[http://www.corc.uk.net/outcome-experience-measures/revised-childrens-anxiety-and-depression-scale-and-subscales/ RCADS homepage]

'''PDFs for RCADS'''

*[https://mfr.osf.io/render?url=https://osf.io/s3fu2/?action=download%26mode=render RCADS Child Self-reported (8-18 years)]
*[https://mfr.osf.io/render?url=https://osf.io/fp9mk/?action=download%26mode=render RCADS Parent-reported]
*[https://mfr.osf.io/render?url=https://osf.io/vy7ta/?action=download%26mode=render Child Scoring Aid]
*[https://mfr.osf.io/render?url=https://osf.io/t4bz6/?action=download%26mode=render Parent Scoring Aid]

'''Subscales'''

*[https://mfr.osf.io/render?url=https://osf.io/za8we/?action=download%26mode=render Depression Self-reported]

*[https://mfr.osf.io/render?url=https://osf.io/nezbk/?action=download%26mode=render Depression Parent-reported]

'''Translations'''

'''[https://mfr.osf.io/render?url=https://osf.io/qsjh9/?action=download%26mode=render User Guide]'''
|}

'''Note:''' Reliability and validity are included in the [[Evidence-based assessment/Depression in youth (assessment portfolio)/extended version|extended version]]. This table includes measures with Good or Excellent ratings.

=== Likelihood ratios and AUCs of screening measures for adolescent depression ===
{| class=&quot;wikitable sortable&quot;
|-
! Screening Measure (Primary Reference) !! AUC !! LR+ (score) !! LR- (score) !! Clinical Generalizability
!Download
|- 
|WHO-Five Well-being Index (WHO-5) [http://www.ncbi.nlm.nih.gov/pubmed/12830302 3]&lt;ref name=&quot;BechEtAl2003&quot;&gt;{{cite journal|last1=Bech|first1=P|last2=Olsen|first2=LR|last3=Kjoller|first3=M|last4=Rasmussen|first4=NK|title=Measuring well-being rather than the absence of distress symptoms: a comparison of the SF-36 Mental Health subscale and the WHO-Five Well-Being Scale.|journal=International journal of methods in psychiatric research|date=2003|volume=12|issue=2|pages=85-91|pmid=12830302}}&lt;/ref&gt;&lt;ref name=&quot;ChristensenEtAl2015&quot;&gt;{{cite journal|last1=Christensen|first1=KS|last2=Haugen|first2=W|last3=Sirpal|first3=MK|last4=Haavet|first4=OR|date=June 2015|title=Diagnosis of depressed young people--criterion validity of WHO-5 and HSCL-6 in Denmark and Norway.|journal=Family practice|volume=32|issue=3|pages=359-63|pmid=25800246}}&lt;/ref&gt;|| .885 (N=294) || 4.40 (raw score 11+) || .15 (raw score ≤) || General sample of adolescents from Norway and Denmark 
|Link to free download:

[https://www.psykiatri-regionh.dk/who-5/Documents/WHO5_English.pdf WHO-5]
|-
|Hopkins Symptom Checklist-10 (HSCL-10) (short version of SCL-90)&lt;ref name=&quot;HaavetEtAl2007&quot;&gt;{{cite journal|last1=Haavet|first1=OR|last2=Christensen|first2=KS|last3=Sirpal|first3=MK|last4=Haugen|first4=W|title=Diagnosis of depression among adolescents--a clinical validation study of key questions and questionnaire.|journal=BMC family practice|date=13 July 2007|volume=8|pages=41|pmid=17626643}}&lt;/ref&gt; &lt;ref name=&quot;HaavetEtAl2011&quot;&gt;{{cite journal|last1=Haavet|first1=OR|last2=Sirpal|first2=MK|last3=Haugen|first3=W|last4=Christensen|first4=KS|date=April 2011|title=Diagnosis of depressed young people in primary health care--a validation of HSCL-10.|journal=Family practice|volume=28|issue=2|pages=233-7|pmid=20937663}}&lt;/ref&gt;|| .8862 (N=294) || Boys: 7.2, Girls:3.2 (raw score 16/10) || Boys:.14, Girls:.17 (raw score ≤) || General sample of adolescents from Norway and Denmark 
|
|-
|6-item Kutcher Adolescent Depression Scale (KADS)&lt;ref name=&quot;LeBlancEtAl2002&quot;&gt;{{cite journal|last1=LeBlanc|first1=JC|last2=Almudevar|first2=A|last3=Brooks|first3=SJ|last4=Kutcher|first4=S|title=Screening for adolescent depression: comparison of the Kutcher Adolescent Depression Scale with the Beck depression inventory.|journal=Journal of child and adolescent psychopharmacology|date=2002|volume=12|issue=2|pages=113-26|pmid=12188980}}&lt;/ref&gt; &lt;ref name=&quot;LeBlancEtAl2002&quot; /&gt;|| .89 (N=309) || 3.17 (raw score 6) || .11 (raw score ≤) ||
|Link to free download:
[http://teenmentalhealth.org/wp-content/uploads/2014/09/6-KADS.pdf KADS] 
|-
|}

=== Interpreting depression screening measure scores ===
For information on interpreting screening measure scores, click [[Evidence based assessment/Prediction phase#Interpreting screening measure scores|here.]]

==[[Evidence based assessment/Prescription phase|'''Prescription phase''']]==
===Gold standard diagnostic interviews===
* For a list of broad-reaching diagnostic interviews sortable by disorder with PDFs (if applicable), [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prescription_phase&amp;wteswitched=1#Common_Diagnostic_Interviews click here.]

===Diagnostic instruments specific for adolescent depression ===
{| class=&quot;wikitable&quot;
! colspan=&quot;8&quot; |Diagnostic instruments for adolescent depression
|-
!Measure
!Parent Version  (Age)
!Youth Version  (Age)
!Format of Item  Administration
!Format of  Response Style
!Cost and Access
!Administration  Time (for full interview in minutes)
!Rater Qualifications and Training
|-
|Child and Adolescent Psychiatric Assessment (CAPA)&lt;ref&gt;{{Cite journal|last=Angold|first=Adrian|last2=Costello|first2=E. Jane|date=2000-1|title=The Child and Adolescent Psychiatric Assessment (CAPA)|url=https://linkinghub.elsevier.com/retrieve/pii/S0890856709660998|journal=Journal of the American Academy of Child &amp; Adolescent Psychiatry|language=en|volume=39|issue=1|pages=39–48|doi=10.1097/00004583-200001000-00015}}&lt;/ref&gt;
|9-18
|9-18
|Structured with the option for additional semi-structured inquires
|Close-Ended  (Y/N)

Mix of  Close-Ended (Likert) and Open-Ended
|Information available through the Developmental Epidemiology Center at Duke University
|60-120 
|Bachelor’s degree plus required training by individuals trained on this interview (Angold &amp; Costello, 2000)
|-
|Children’s Interview for Psychiatric Syndromes (ChIPS)&lt;ref&gt;{{Cite journal|last=Weller|first=Elizabeth B.|last2=Weller|first2=Ronald A.|last3=Fristad|first3=Mary A.|last4=Rooney|first4=Marijo Teare|last5=Schecter|first5=Jennifer|date=2000-1|title=Children's Interview for Psychiatric Syndromes (ChIPS)|url=https://linkinghub.elsevier.com/retrieve/pii/S0890856709661037|journal=Journal of the American Academy of Child &amp; Adolescent Psychiatry|language=en|volume=39|issue=1|pages=76–84|doi=10.1097/00004583-200001000-00019}}&lt;/ref&gt;
|6-18
|6-18
|Structured with the option for additional semi-structured inquires
|Close-Ended  (Y/N)
|Approximately $90; Available through various retailers
|20-50
|Trained lay person supervised by a licensed clinician. Administration manual includes training materials. (Weller, Weller, Fristad, Rooney, &amp; Schecter,  2000)
|-
|Diagnostic Individual Schedule for Children IV (DISC-IV)&lt;ref&gt;{{Cite journal|last=Shaffer|first=David|last2=Fisher|first2=Prudence|last3=Lucas|first3=Christopher P.|last4=Dulcan|first4=Mina K.|last5=Schwab-Stone|first5=Mary E.|date=2000-1|title=NIMH Diagnostic Interview Schedule for Children Version IV (NIMH DISC-IV): Description, Differences From Previous Versions, and Reliability of Some Common Diagnoses|url=https://linkinghub.elsevier.com/retrieve/pii/S0890856709660986|journal=Journal of the American Academy of Child &amp; Adolescent Psychiatry|language=en|volume=39|issue=1|pages=28–38|doi=10.1097/00004583-200001000-00014}}&lt;/ref&gt;
|6-17
|9-17
|Structured
|Close-Ended  (Y/N)
|Ranges from  $150-$2000 per computer installation; Charge for paper version is minimal to  cover copying and mailing expenses; email disc@worldnet.att.net
|90-120
|Lay person with  supervision by a licensed clinician. Training is strongly recommended. Details on training available by contacting [[Mailto:disc@worldnet.att.net|disc@worldnet.att.net]] 

(“NIMH  Diagnostic Interview Schedule for Children Version IV (NIMH DISC-IV):  description, differences from previous versions, and reliability of some... -  PubMed - NCBI,” n.d.)
|-
|Mini-International  Neuropsychiatric Interview for Children and Adolescents (MINI-KIDS)
|6-17
|13-17
|Structured 
|Close-Ended  (Y/N)
|Free for download and use if specific criteria met
|15-50 minutes
|Trained lay person supervised by a licensed clinician. Training by licensed clinician is recommended. 

&lt;nowiki&gt;http://harmresearch.org/index.php/mini-international-neuropsychiatric-interview-mini/&lt;/nowiki&gt;  

(Sheehan et al., 1998)
|-
|[[wikipedia:Patient_Health_Questionnaire|Patient Health Questionnaire 9 (PHQ-9)]]
|18+
|
|Self Report 
|Close-Ended (Likert) 
|Free for download and use if specific criteria met
|3-5 minutes
|No training required. Available for free online [https://www.phqscreeners.com/select-screener/36 here]
|}

===Severity scales for adolescent depression===
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
! colspan=&quot;6&quot; |Diagnostic instruments for adolescent d'''epression'''
|-
! Measure
!Informant
! Format (Reporter)
! Age Range
! Administration/
Completion Time
!Free and Accessible Measures
|-
| Children's Depression Rating Scale - Revised (CDRS-R)
|Parent
| Structured Interview&lt;ref name=&quot;:4&quot;&gt;{{Cite journal|last=Mayes|first=Taryn L.|last2=Bernstein|first2=Ira H.|last3=Haley|first3=Charlotte L.|last4=Kennard|first4=Betsy D.|last5=Emslie|first5=Graham J.|date=2010-12|title=Psychometric Properties of the Children's Depression Rating Scale–Revised in Adolescents|url=https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3003451/|journal=Journal of Child and Adolescent Psychopharmacology|volume=20|issue=6|pages=513–516|doi=10.1089/cap.2010.0063|issn=1044-5463|pmc=PMC3003451|pmid=21186970}}&lt;/ref&gt;
| 6-12
| 15-20 minutes
|
* Link to purchase [https://www.wpspublish.com/store/p/2703/cdrs-r-children-s-depression-rating-scale-revised#purchase-product CDRS-R]
*[http://www.opapc.com/uploads/documents/CDRS-R.pdf PDF] (excerpt)
|-
|Reynolds Adolescent Depression Scale 2 (RADS-2)
|Youth
|Questionnaire
|13-17
|5-10  minutes
|
* Link to purchase [https://www.parinc.com/products/pkey/348 RADS-2] 
|-
|Revised Children's Anxiety and Depression Scale (RCADS)
|Youth
|Questionnaire 
|6-18
|12 minutes
|
* Link to download [https://www.corc.uk.net/outcome-experience-measures/revised-childrens-anxiety-and-depression-scale-and-subscales/ RCADS]
|}
'''Note:''' Reliability and validity are included in the [[Evidence-based assessment/Depression in youth (assessment portfolio)/extended version|extended version]]. This table includes measures with Good or Excellent ratings.

==[[Evidence based assessment/Process phase|'''Process phase''']]==
The following section contains a brief overview of treatment options for depression and a list of process and outcome measures for adolescent depression. The section includes benchmarks based on published norms and on mood samples for several outcome and severity measures, as well as information about commonly used process measures. Process and outcome measures are used as part of the [[Evidence based assessment/Process phase|process phase]] of assessment. For more information on differences between process and outcome measures, see the page on the [[Evidence based assessment/Process phase|process phase of assessment]].

=== Process measures ===
{{blockquotetop}}
'''A.  Mood and Energy Thermometer''' 
&amp;nbsp;This is an improved and practical way of monitoring complex mood cycles and daily schedules. Given that some clinicians and patients may get confused about different 1 to 10 scales (e.g., a 10 could mean extreme depression or extreme mania or no depression), the Mood &amp; Energy Thermometer improves the language in communicating (and monitoring) mood. Moreover, many children report their energy levels more accurately than their moods and therefore, energy levels are incorporated into the mood rating. The Mood &amp; Energy Thermometer that was developed at Western Psychiatric Institute and Clinic (WPIC; and used in about 400 kids) rates mania and increased energy on a 1 to 10 scale, rates depression and tiredness on a -1 to -10 scale, and attempts to form a common language between patients, families, and clinicians. This scale also takes into account the amount of time spent depressed or manic; for example, -4 would mean “mild depression” and “mild tiredness” present ≥50% of the time, and -3 would mean “mild depression” and “mild tiredness” present &lt; 50% of the time. The inclusion of measuring energy levels is consistent with the DSM-5, as energy level is now included in the DSM-5 as a main mood symptom criterion. Bipolar track patients (whether they experienced mania, depression, or mixed features) rated their (Q: is the parent rating his/her own moods/energy, or his/her child's?) mood and energy levels every day on this scale, and a master’s-level clinician met with them on a daily basis to help them better identify and record their mood symptoms, which has significant clinical value not only for treatment but also to prevent future episodes.&lt;ref name=&quot;:3&quot;&gt;{{Cite web|url=http://pediatricbipolar.pitt.edu/resources/instruments|title=Instruments {{!}} CABS {{!}} University of Pittsburgh|website=pediatricbipolar.pitt.edu|language=en|access-date=2018-05-31}}&lt;/ref&gt;

*[https://mfr.osf.io/render?url=https://osf.io/p4a8s/?action=download%26mode=render Mood and Energy Thermometer]&lt;ref name=&quot;:3&quot; /&gt;

*[https://mfr.osf.io/render?url=https://osf.io/upe2a/?action=download%26mode=render Mood and Energy Thermometer with Anger and Anxiety (with recording/monitoring card)]&lt;ref name=&quot;:3&quot; /&gt;

*[https://mfr.osf.io/render?url=https://osf.io/d2fge/?action=download%26mode=render Mood and Energy Thermometer with Anger and Anxiety - Simplified Version]&lt;ref name=&quot;:3&quot; /&gt;
'''B.  Life Charts'''
* To learn more about how life charts can be used with adolescent depression, [http://www.bipolarnews.org/Life%20Charting%20Description.htm see here]
* [https://mfr.osf.io/render?url=https://osf.io/amq6k/?action=download%26mode=render Life Charts for Depression and Bipolar]
{{blockquotebottom}}
=== Outcome and severity measures ===
* This table includes clinically significant benchmarks for '''Depression in Youth''' specific outcome measures
* Information on how to interpret this table can be [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Process_phase found here].
* Additionally, these [[Evidence based assessment/Vignettes|vignettes]] might be helpful resources for understanding appropriate adaptations of outcome measures in practice.
*''&lt;u&gt;For clinically significant change benchmarks for the CBCL, YSR, and TRF total, externalizing, internalizing, and attention benchmarks,&lt;/u&gt;'' [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Process_phase&amp;wteswitched=1#Clinically_significant_change_benchmarks_for_widely-used_outcome_measures see here.]
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
| colspan=&quot;8&quot; |'''Clinically significant change benchmarks with common instruments for adolescent depression'''
|-
| rowspan=&quot;1&amp;quot;&quot; style=&quot;text-align:center;font-size:130%;&quot; | &lt;b&gt; Measure&lt;/b&gt;
| style=&quot;text-align:center;font-size:130%;&quot; | &lt;b&gt;Subscale&lt;/b&gt;
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:130%&quot; width=&quot;300&quot; | &lt;b&gt; Cut-off scores&lt;/b&gt;
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:120%&quot; | &lt;b&gt; Critical Change &lt;br&gt; (unstandardized scores)&lt;/b&gt;
|-
| colspan=&quot;8&quot;  span style=&quot;font-size:110%; text-align:center;&quot; | &lt;b&gt; Benchmarks Based on Published Norms &lt;/b&gt;
|-
| colspan=&quot;2&quot; |
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; A&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; B&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; C&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; 95%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; 90%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; SE&lt;sub&gt;difference&lt;/sub&gt;&lt;/b&gt;
|-
| rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | &lt;b&gt;Beck Depression Inventory-II&lt;/b&gt;
| style=&quot;text-align:center;&quot;|
| style=&quot;text-align:center;&quot;| 4
| style=&quot;text-align:center;&quot;| 22
| style=&quot;text-align:center;&quot;| 15
| style=&quot;text-align:center;&quot;| 9
| style=&quot;text-align:center;&quot;| 8
| style=&quot;text-align:center;&quot;| 4.8
|-
| rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | &lt;b&gt; CBCL T-scores &lt;br&gt; (2001 Norms)&lt;/b&gt;
| style=&quot;text-align:right;&quot; | &lt;i&gt; Total&lt;/i&gt;
| style=&quot;text-align:center;&quot;| 49
| style=&quot;text-align:center;&quot;| 70
| style=&quot;text-align:center;&quot;| 58
| style=&quot;text-align:center;&quot;| 5
| style=&quot;text-align:center;&quot;| 4
| style=&quot;text-align:center;&quot;| 2.4
|-
| colspan=&quot;8&quot;  span style=&quot;font-size:110%; text-align:center;&quot; | &lt;b&gt; Benchmarks Based on Mood Samples &lt;/b&gt;
|-
| colspan=&quot;8&quot;  span style=&quot;font-size:100%; text-align:center;&quot; | &lt;b&gt;[http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.198.9176&amp;rep=rep1&amp;type=pdf Gracious et al., 2002]&lt;ref&gt;{{cite journal|last1=Gracious|first1=BL|last2=Youngstrom|first2=EA|last3=Findling|first3=RL|last4=Calabrese|first4=JR.|title=Discriminative validity of a parent version of the Young Mania Rating Scale.|journal=Journal of American Academy of Child and Adolescent Psychiatry|date=November 2002|volume=41|issue=11|url=http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.198.9176&amp;rep=rep1&amp;type=pdf|accessdate=10 February 2014}}&lt;/ref&gt;&lt;/b&gt;
|-
| rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | &lt;b&gt; Young Mania Rating Scale - Parent &lt;br&gt; (Full)&lt;/b&gt;
| style=&quot;text-align:center;&quot;| n/a
| style=&quot;text-align:center;&quot;| 5.2
| style=&quot;text-align:center;&quot;| 22.1
| style=&quot;text-align:center;&quot;| 14.4
| style=&quot;text-align:center;&quot;| 4.3
| style=&quot;text-align:center;&quot;| 3.6
| style=&quot;text-align:center;&quot;| 2
|-
| rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | &lt;b&gt; Young Mania Rating Scale - Parent &lt;br&gt; (Brief)&lt;/b&gt;
| style=&quot;text-align:center;&quot;| n/a
| style=&quot;text-align:center;&quot;| 6.8
| style=&quot;text-align:center;&quot;| 27.4
| style=&quot;text-align:center;&quot;| 17.5
| style=&quot;text-align:center;&quot;| 5
| style=&quot;text-align:center;&quot;| 4.2
| style=&quot;text-align:center;&quot;| 2.5
|}

'''4.1.b – Beck Depression Inventory- II, ages 13 and up'''&lt;ref&gt;'''Beck AT''', '''Steer RA''', '''Brown G'''. '''1996'''. ''Beck Depression Inventory''. San Antonio, TX: Harcourt Brace Educ. Meas. 2nd ed.&lt;/ref&gt;

'''4.1.c – KSADS Depression Rating Scale (Axelson, 2006)'''

'''4.1.d – Children’s Depression Rating Scale-Revised (CDRS-R; Elva et al., 1996)'''

'''4.1.e – Children’s Depression Inventory, ages 7-17 (CDI; Kovacs, 1992)'''

=== Treatment ===
For treatment of depression in youth, there are two main types of treatment: psychosocial interventions and medication. There has been significant controversy over the use of psychotropic medications with children and many studies have looked at the efficacy of medication, psychosocial interventions, or a combination of both.

One of the most effective treatments for depression in youth is psychosocial interventions, which has been shown to lead to substantial reduction in symptoms for children and adolescents. A recent meta-analysis found that psychosocial interventions had an effect size of 1.14 and the reduction in depressive symptoms was maintained over time. On the other hand, the meta-analysis reported that pharmacological treatments did not lead to significant symptom reduction and had an effect size of 0.19.&lt;ref&gt;{{Cite journal|last=Michael|first=Kurt D|last2=Crowley|first2=Susan L|title=How effective are treatments for child and adolescent depression?|url=https://doi.org/10.1016/S0272-7358(01)00089-7|journal=Clinical Psychology Review|volume=22|issue=2|pages=247–269|doi=10.1016/s0272-7358(01)00089-7}}&lt;/ref&gt; Additionally, medications such as Selective Serotonin Reuptake Inhibitors (SSRIs) have presented concerns about increasing suicidality and harmful behavior.&lt;ref&gt;{{Cite journal|last=Jane Garland|first=E.|last2=Kutcher|first2=Stan|last3=Virani|first3=Adil|last4=Elbe|first4=Dean|date=2016|title=Update on the Use of SSRIs and SNRIs with Children and Adolescents in Clinical Practice|url=https://www.ncbi.nlm.nih.gov/pubmed/27047551|journal=Journal of the Canadian Academy of Child and Adolescent Psychiatry = Journal De l'Academie Canadienne De Psychiatrie De L'enfant Et De L'adolescent|volume=25|issue=1|pages=4–10|issn=1719-8429|pmc=PMC4791100|pmid=27047551}}&lt;/ref&gt; One of the most commonly used psychosocial interventions is cognitive behavioral therapy, which consists of individual or group sessions in which the provider helps the client address cognitive distortions and maladaptive thinking patterns that contribute to the maintenance of depressive thoughts.&lt;ref&gt;{{Cite journal|last=Driessen|first=Ellen|last2=Hollon|first2=Steven D.|title=Cognitive Behavioral Therapy for Mood Disorders: Efficacy, Moderators and Mediators|url=http://linkinghub.elsevier.com/retrieve/pii/S0193953X1000047X|journal=Psychiatric Clinics of North America|volume=33|issue=3|pages=537–555|doi=10.1016/j.psc.2010.04.005}}&lt;/ref&gt;

* Please refer to the page on adolescent [https://www.aacap.org/aacap/Families_and_Youth/Resource_Centers/Depression_Resource_Center/Home.aspx depression] for more information on available treatment for adolescent depression or go to [http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/sadness-hopelessness-and-depression/ Effective Child Therapy] for a curated resource on effective treatments for adolescent depression.

=='''External Resources'''==

# [http://apps.who.int/classifications/icd10/browse/2010/en#/F33 ICD-10 diagnostic criteria]
# [https://en.wikiversity.org/w/index.php?title=Helping_Give_Away_Psychological_Science/Resources/Annotated_List_of_Where_and_How_to_Find_a_Therapist&amp;wteswitched=1#Other_low-cost_options Find-a-Therapist] (a curated list of find-a-therapist websites where you can find a provider)
# [https://www.nimh.nih.gov/health/publications/teen-depression/index.shtml NIMH] (information about adolescent depression)
# [https://www.hopkinsmedicine.org/psychiatry/specialty_areas/moods/ADAP/docs/ADAP-Booklet_FINAL.pdf John's Hopkins Resource Guide] (a guide about adolescent depression, treatment, and more)
# OMIM (Online Mendelian Inheritance in Man)
## [https://www.omim.org/entry/608516 608516]
## [https://www.omim.org/entry/608520 608520]
## [https://www.omim.org/entry/608691 608691]
# [https://emedicine.medscape.com/article/286759-overview eMedicine entry for adult depression]
#[http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/sadness-hopelessness-and-depression/ Effective Child Therapy]
##Effective Child Therapy is a website sponsored by Division 53 of the American Psychological Association (APA), or The [https://sccap53.org Society of Clinical Child and Adolescent Psychology] (SCCAP), in collaboration with the Association for Behavioral and Cognitive Therapies (ABCT). Use for information on symptoms and available treatments.

== '''References''' ==
{{collapse top|Click here for references}}
{{Reflist|30em}}

[[Category:Psychological disorder portfolios|{{SUBPAGENAME}}]]
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{{medical disclaimer}}
{{:{{BASEPAGENAME}}/Sidebar}}
==[[Evidence based assessment/Portfolio template/What is a &quot;portfolio&quot;|'''What is a &quot;portfolio&quot;?''']]==
For background information on what assessment portfolios are, click the link in the heading above.

Want even '''more''' information about this topic? There's an extended version of this page [[Evidence-based assessment/Depression in youth (assessment portfolio)/extended version|here]].

==[[Evidence based assessment/Preparation phase|'''Preparation phase''']]==

===Diagnostic criteria for depression in youth ===
{{blockquotetop}}'''ICD-11 Diagnostic Criteria'''
*Depressive Disorders
**Depressive disorders are characterized by depressive mood (e.g., sad, irritable, empty) or loss of pleasure accompanied by other cognitive, behavioural, or neurovegetative symptoms that significantly affect the individual’s ability to function. A depressive disorder should not be diagnosed in individuals who have ever experienced a manic, mixed or hypomanic episode, which would indicate the presence of a bipolar disorder.
*Single Episode Depressive Disorder
**Single episode depressive disorder is characterized by the presence or history of one depressive episode when there is no history of prior depressive episodes. A depressive episode is characterized by a period of almost daily depressed mood or diminished interest in activities lasting at least two weeks accompanied by other symptoms such as difficulty concentrating, feelings of worthlessness or excessive or inappropriate guilt, hopelessness, recurrent thoughts of death or suicide, changes in appetite or sleep, psychomotor agitation or retardation, and reduced energy or fatigue. There have never been any prior manic, hypomanic, or mixed episodes, which would indicate the presence of a bipolar disorder.
***Note: The ICD-11 lists 10 additional subcategories of single episode depressive disorder. They can be found [https://icd.who.int/browse11/l-m/en#/http%3a%2f%2fid.who.int%2ficd%2fentity%2f578635574 here].
*Recurrent Depressive Disorder
**Recurrent depressive disorder is characterized by a history or at least two depressive episodes separated by at least several months without significant mood disturbance. A depressive episode is characterized by a period of almost daily depressed mood or diminished interest in activities lasting at least two weeks accompanied by other symptoms such as difficulty concentrating, feelings of worthlessness or excessive or inappropriate guilt, hopelessness, recurrent thoughts of death or suicide, changes in appetite or sleep, psychomotor agitation or retardation, and reduced energy or fatigue. There have never been any prior manic, hypomanic, or mixed episodes, which would indicate the presence of a Bipolar disorder.
***Note: The ICD-11 lists 10 additional subcategories of recurrent depressive disorder. They can be found [https://icd.who.int/browse11/l-m/en#/http%3a%2f%2fid.who.int%2ficd%2fentity%2f1194756772 here].
*Dysthymic Disorder
**Dysthymic disorder is characterized by a persistent depressive mood (i.e., lasting 2 years or more), for most of the day, for more days than not. In children and adolescents depressed mood can manifest as pervasive irritability.The depressed mood is accompanied by additional symptoms such as markedly diminished interest or pleasure in activities, reduced concentration and attention or indecisiveness, low self-worth or excessive or inappropriate guilt, hopelessness about the future, disturbed sleep or increased sleep, diminished or increased appetite, or low energy or fatigue. During the first 2 years of the disorder, there has never been a 2-week period during which the number and duration of symptoms were sufficient to meet the diagnostic requirements for a Depressive Episode. There is no history of Manic, Mixed, or Hypomanic Episodes.
*Mixed Depressive and Anxiety Disorder
**Mixed depressive and anxiety disorder is characterized by symptoms of both anxiety and depression more days than not for a period of two weeks or more. Neither set of symptoms, considered separately, is sufficiently severe, numerous, or persistent to justify a diagnosis of a depressive episode, dysthymia or an anxiety and fear-related disorder. Depressed mood or diminished interest in activities must be present accompanied by additional depressive symptoms as well as multiple symptoms of anxiety. The symptoms result in significant distress or significant impairment in personal, family, social, educational, occupational or other important areas of functioning. There have never been any prior manic, hypomanic, or mixed episodes, which would indicate the presence of a bipolar disorder.
#
==== Changes in DSM-5 ====
* The diagnostic criteria for depressive disorders changed slightly from  [[DSM-IV]] to [[w:Diagnostic_and_Statistical_Manual_of_Mental_Disorders#DSM-IV-TR_.282000.29|DSM-5-TR]]. Summaries are available [https://psychiatry.org/psychiatrists/practice/dsm/updates-to-dsm/updates-to-dsm-5-tr-criteria-text here] and [[w:DSM-5|here]].
{{blockquotebottom}}

===Base rates of adolescent depression in different clinical settings===
This section describes the demographic setting of the population(s) sampled, base rates of diagnosis, country/region sampled, and the diagnostic method that was used. Using this information, clinicians will be able to anchor the rates of adolescent depression that they are likely to see in their clinical practices.

* '''''To find prevalence rates across multiple disorders,''''' [[Evidence based assessment/Preparation phase#Base rates for transdiagnostic comparison|click here.]]

{| class=&quot;wikitable&quot;
|-
! Demography 
! Setting !! Base Rate !! Diagnostic Method
|-
| French general practitioner network 
| Children and adolescents attending primary care&lt;ref name=&quot;MathetEtAl2002&quot;&gt;{{cite journal|last1=Mathet|first1=F|last2=Martin-Guehl|first2=C|last3=Maurice-Tison|first3=S|last4=Bouvard|first4=MP|date=2002|title=Prevalence of depressive disorders in children and adolescents attending primary care. A survey with the Aquitaine Sentinelle Network.|journal=L'Encephale|volume=29|issue=5|pages=391-400|pmid=14615688}}&lt;/ref&gt; (2002) || 5.0% || CES-D, CBCL, Kiddie Schedule for Affective Disorders and Schizophrenia - Present and Lifetime Version (KSADS-PL) &lt;sup&gt;y&lt;/sup&gt;
|-
| All of U.S.A. 
| National Comorbidity Survey-Adolescent (ages 13-18)&lt;ref name=&quot;MerikangasEtAl2010&quot;&gt;{{cite journal|last1=Merikangas|first1=KR|last2=He|first2=JP|last3=Burstein|first3=M|last4=Swanson|first4=SA|last5=Avenevoli|first5=S|last6=Cui|first6=L|last7=Benjet|first7=C|last8=Georgiades|first8=K|last9=Swendsen|first9=J|date=October 2010|title=Lifetime prevalence of mental disorders in U.S. adolescents: results from the National Comorbidity Survey Replication--Adolescent Supplement (NCS-A).|journal=Journal of the American Academy of Child and Adolescent Psychiatry|volume=49|issue=10|pages=980-9|pmid=20855043}}&lt;/ref&gt; (2010) || 6.9%-15.4% || National Comorbidity Survey-Adolescent (NCS-A) Interview Schedule &lt;sup&gt;p, y&lt;/sup&gt;
|-
| North Carolina 
| Great Smoky Mountains Study: Community Sample (ages 9-13) (1997)&lt;ref name=&quot;CostelloEtAl1997&quot;&gt;{{cite journal|last1=Costello|first1=EJ|last2=Farmer|first2=EM|last3=Angold|first3=A|last4=Burns|first4=BJ|last5=Erkanli|first5=A|date=May 1997|title=Psychiatric disorders among American Indian and white youth in Appalachia: the Great Smoky Mountains Study.|journal=American journal of public health|volume=87|issue=5|pages=827-32|pmid=9184514}}&lt;/ref&gt;|| .03-1.45% || CAPA = Child and Adolescent Psychiatric Assessment&lt;ref&gt;{{Cite journal|last=Angold|first=A.|last2=Costello|first2=E. J.|date=2000-1|title=The Child and Adolescent Psychiatric Assessment (CAPA)|url=https://www.ncbi.nlm.nih.gov/pubmed/10638066|journal=Journal of the American Academy of Child and Adolescent Psychiatry|volume=39|issue=1|pages=39–48|doi=10.1097/00004583-200001000-00015|issn=0890-8567|pmid=10638066}}&lt;/ref&gt;
|-
| All of U.S.A. 
| Acute psychiatric hospitalizations in 2009-2010 children (under the age of 15) (Blader &amp; Carlson, 2010) || 13% || Centers for Disease Control survey of discharge diagnoses
|-
| Northwestern U.S.A. high school 
| High school students (1993)&lt;ref name=&quot;LewinsohnEtAl1993&quot;&gt;{{cite journal|last1=Lewinsohn|first1=PM|last2=Hops|first2=H|last3=Roberts|first3=RE|last4=Seeley|first4=JR|last5=Andrews|first5=JA|date=February 1993|title=Adolescent psychopathology: I. Prevalence and incidence of depression and other DSM-III-R disorders in high school students.|journal=Journal of abnormal psychology|volume=102|issue=1|pages=133-44|pmid=8436689}}&lt;/ref&gt;|| 9.6% || KSADS
|-
| All of U.S.A. 
| Gender differences, males and females, respectively (2010)&lt;ref name=&quot;MerikangasEtAl2010&quot; /&gt;|| 7.5%-15% || NCS-A Interview Schedule &lt;sup&gt;p, y &lt;/sup&gt;
|-
| Varied 
| Meta-analysis, adolescents 13 to 18 years (2006)&lt;ref name=&quot;CostelloEtAl2006&quot;&gt;{{cite journal|last1=Costello|first1=EJ|last2=Erkanli|first2=A|last3=Angold|first3=A|date=December 2006|title=Is there an epidemic of child or adolescent depression?|journal=Journal of child psychology and psychiatry, and allied disciplines|volume=47|issue=12|pages=1263-71|pmid=17176381}}&lt;/ref&gt;|| 5.7% || DISC, CIDI, SDI, K-SADS, CAS, CAPA, IOW, DAWBA
|-
| All of U.S.A. 
| National Comorbidity Survey-Adolescent Supplement (NCS-A) (2015)&lt;ref name=&quot;AvenevoliEtAl2015&quot;&gt;{{cite journal|last1=Avenevoli|first1=S|last2=Swendsen|first2=J|last3=He|first3=JP|last4=Burstein|first4=M|last5=Merikangas|first5=KR|date=January 2015|title=Major depression in the national comorbidity survey-adolescent supplement: prevalence, correlates, and treatment.|journal=Journal of the American Academy of Child and Adolescent Psychiatry|volume=54|issue=1|pages=37-44.e2|pmid=25524788}}&lt;/ref&gt;|| 11.0% || CIDI 
|-
| American middle school 
| Ethnically diverse sample of middle school (Grades 6-8) students (1997)&lt;ref name=&quot;RobertsEtAl1997&quot;&gt;{{cite journal|last1=Roberts|first1=RE|last2=Roberts|first2=CR|last3=Chen|first3=YR|date=February 1997|title=Ethnocultural differences in prevalence of adolescent depression.|journal=American journal of community psychology|volume=25|issue=1|pages=95-110|pmid=9231998}}&lt;/ref&gt;|| 1.9% (Chinese descent) to 6.6% (Mexican descent) || DISC
|-
|American public school
|High school freshman in public school (2009)&lt;ref&gt;{{Cite journal|last=Goyal|first=Sunil|last2=Srivastava|first2=Kalpana|last3=Bansal|first3=Vivek|date=2009-01-01|title=Study of prevalence of depression in adolescent students of a public school|url=http://www.industrialpsychiatry.org/text.asp?2009/18/1/43/57859|journal=Industrial Psychiatry Journal|language=en|volume=18|issue=1|doi=10.4103/0972-6748.57859}}&lt;/ref&gt;
|18.4%
|GHQ-12 and BDI
|-
|Cross-sectional sample of socioeconomic groups
|Adolescents 12-17 (2016)&lt;ref&gt;{{Cite journal|last=Mojtabai|first=Ramin|last2=Olfson|first2=Mark|last3=Han|first3=Beth|date=2016-12-01|title=National Trends in the Prevalence and Treatment of Depression in Adolescents and Young Adults|url=http://pediatrics.aappublications.org/content/138/6/e20161878|journal=Pediatrics|language=en|volume=138|issue=6|pages=e20161878|doi=10.1542/peds.2016-1878|issn=0031-4005|pmid=27940701}}&lt;/ref&gt;
|increased from 8.7% in 2005 to 11.3% in 2014 
|NCS-Replication
|-
|Epidemiological (CDC)
|
|2.1%&lt;ref name=&quot;:02&quot;&gt;{{Cite journal|last=Perou|first=Ruth|last2=Bitsko|first2=Rebecca H.|last3=Blumberg|first3=Stephen J.|last4=Pastor|first4=Patricia|last5=Ghandour|first5=Reem M.|last6=Gfroerer|first6=Joseph C.|last7=Hedden|first7=Sarra L.|last8=Crosby|first8=Alex E.|last9=Visser|first9=Susanna N.|date=2013-05-17|title=Mental health surveillance among children--United States, 2005-2011|url=https://www.ncbi.nlm.nih.gov/pubmed/23677130|journal=MMWR supplements|volume=62|issue=2|pages=1–35|issn=2380-8942|pmid=23677130}}&lt;/ref&gt;
|
|}

&lt;sup&gt;p&lt;/sup&gt;:Parent interviewed as component of diagnostic assessment; &lt;sup&gt;y&lt;/sup&gt;:youth interviewed as part of diagnostic assessment.

==[[Evidence based assessment/Prediction phase|'''Prediction phase''']]==

=== Psychometric properties of screening instruments for adolescent depression ===
The following section contains a list of screening and diagnostic instruments for adolescent depression. The section includes administration information, psychometric data, and PDFs or links to the screenings. 
* Screenings are used as part of the [[Evidence based assessment/Prediction phase|prediction phase]] of assessment; for more information on interpretation of this data, or how screenings fit in to the assessment process, [[Evidence based assessment/Prediction phase|'''click here''']]. 
* '''''For a list of more broadly-reaching screening instruments, [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prediction_phase&amp;wteswitched=1#Common_screening_instruments click here.]'''''

{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
! colspan=&quot;5&quot; |Screening instruments for adolescent depression
|-
! Measure
! Format (Reporter)
! Age Range
! Administration/
Completion Time
!Where to Access
|-
|[[wikipedia:The_Mood_and_Feelings_Questionnaire|Mood and Feelings Questionnaire]] (MFQ) 
| Self-report
| 6-17
| 5-10 minutes&lt;ref&gt;{{Cite web|url=http://www.cebc4cw.org/assessment-tool/mood-and-feelings-questionnaire-mfq/|title=CEBC » Assessment Tool › Mood And Feelings Questionnaire Mfq|website=www.cebc4cw.org|language=en|accessdate=2018-03-01}}&lt;/ref&gt;
|
* [https://mfr.osf.io/render?url=https://osf.io/enx4b/?action=download%26mode=render Child Self Report - long version]
* [https://mfr.osf.io/render?url=https://osf.io/mcg5w/?action=download%26mode=render Child Self Report - short version]
* [https://mfr.osf.io/render?url=https://osf.io/cw27p/?action=download%26mode=render Parent Report on Child - long version]
* [https://mfr.osf.io/render?url=https://osf.io/kybr4/?action=download%26mode=render Parent Report on Child - short version]
* [https://mfr.osf.io/render?url=https://osf.io/sb5xw/?action=download%26mode=render Adult Self-Report - long version]
* [https://mfr.osf.io/render?url=https://osf.io/xa7v6/?action=download%26mode=render Adult Self-Report - short version]
|-
|Revised Children’s Anxiety and Depression Scale (RCADS) &lt;ref&gt;{{Cite journal|last=Ebesutani|first=Chad|last2=Reise|first2=Steven P.|last3=Chorpita|first3=Bruce F.|last4=Ale|first4=Chelsea|last5=Regan|first5=Jennifer|last6=Young|first6=John|last7=Higa-McMillan|first7=Charmaine|last8=Weisz|first8=John R.|date=2012|title=The Revised Child Anxiety and Depression Scale-Short Version: Scale reduction via exploratory bifactor modeling of the broad anxiety factor.|url=http://doi.apa.org/getdoi.cfm?doi=10.1037/a0027283|journal=Psychological Assessment|language=en|volume=24|issue=4|pages=833–845|doi=10.1037/a0027283|issn=1939-134X}}&lt;/ref&gt;
|Questionnaire (Child)
|6-18
|12 minutes
|
*[https://www.corc.uk.net/outcome-experience-measures/revised-childrens-anxiety-and-depression-scale-rcads/ RCADS homepage]

'''PDFs for RCADS'''

*[https://mfr.osf.io/render?url=https://osf.io/s3fu2/?action=download%26mode=render RCADS Child Self-reported (8-18 years)]
*[https://mfr.osf.io/render?url=https://osf.io/fp9mk/?action=download%26mode=render RCADS Parent-reported]
*[https://mfr.osf.io/render?url=https://osf.io/vy7ta/?action=download%26mode=render Child Scoring Aid]
*[https://mfr.osf.io/render?url=https://osf.io/t4bz6/?action=download%26mode=render Parent Scoring Aid]

'''Subscales'''

*[https://mfr.osf.io/render?url=https://osf.io/za8we/?action=download%26mode=render Depression Self-reported]

*[https://mfr.osf.io/render?url=https://osf.io/nezbk/?action=download%26mode=render Depression Parent-reported]

'''Translations'''

'''[https://mfr.osf.io/render?url=https://osf.io/qsjh9/?action=download%26mode=render User Guide]'''
|}

'''Note:''' Reliability and validity are included in the [[Evidence-based assessment/Depression in youth (assessment portfolio)/extended version|extended version]]. This table includes measures with Good or Excellent ratings.

=== Likelihood ratios and AUCs of screening measures for adolescent depression ===
{| class=&quot;wikitable sortable&quot;
|-
! Screening Measure (Primary Reference) !! AUC !! LR+ (score) !! LR- (score) !! Clinical Generalizability
!Download
|- 
|WHO-5 Well-being Index (WHO-5) [http://www.ncbi.nlm.nih.gov/pubmed/12830302 3]&lt;ref name=&quot;BechEtAl2003&quot;&gt;{{cite journal|last1=Bech|first1=P|last2=Olsen|first2=LR|last3=Kjoller|first3=M|last4=Rasmussen|first4=NK|title=Measuring well-being rather than the absence of distress symptoms: a comparison of the SF-36 Mental Health subscale and the WHO-Five Well-Being Scale.|journal=International journal of methods in psychiatric research|date=2003|volume=12|issue=2|pages=85-91|pmid=12830302}}&lt;/ref&gt;&lt;ref name=&quot;ChristensenEtAl2015&quot;&gt;{{cite journal|last1=Christensen|first1=KS|last2=Haugen|first2=W|last3=Sirpal|first3=MK|last4=Haavet|first4=OR|date=June 2015|title=Diagnosis of depressed young people--criterion validity of WHO-5 and HSCL-6 in Denmark and Norway.|journal=Family practice|volume=32|issue=3|pages=359-63|pmid=25800246}}&lt;/ref&gt;|| .885 (N=294) || 4.40 (raw score 11+) || .15 (raw score ≤) || General sample of adolescents from Norway and Denmark 
|Link to free download:

[https://osf.io/5wdrx/?view_only=8cbe7a43150d45dab590717e1e0313fb WHO-5]
|-
|Hopkins Symptom Checklist-10 (HSCL-10) (short version of SCL-90)&lt;ref name=&quot;HaavetEtAl2007&quot;&gt;{{cite journal|last1=Haavet|first1=OR|last2=Christensen|first2=KS|last3=Sirpal|first3=MK|last4=Haugen|first4=W|title=Diagnosis of depression among adolescents--a clinical validation study of key questions and questionnaire.|journal=BMC family practice|date=13 July 2007|volume=8|pages=41|pmid=17626643}}&lt;/ref&gt; &lt;ref name=&quot;HaavetEtAl2011&quot;&gt;{{cite journal|last1=Haavet|first1=OR|last2=Sirpal|first2=MK|last3=Haugen|first3=W|last4=Christensen|first4=KS|date=April 2011|title=Diagnosis of depressed young people in primary health care--a validation of HSCL-10.|journal=Family practice|volume=28|issue=2|pages=233-7|pmid=20937663}}&lt;/ref&gt;|| .8862 (N=294) || Boys: 7.2, Girls:3.2 (raw score 16/10) || Boys:.14, Girls:.17 (raw score ≤) || General sample of adolescents from Norway and Denmark 
|
|-
|6-item Kutcher Adolescent Depression Scale (KADS)&lt;ref name=&quot;LeBlancEtAl2002&quot;&gt;{{cite journal|last1=LeBlanc|first1=JC|last2=Almudevar|first2=A|last3=Brooks|first3=SJ|last4=Kutcher|first4=S|title=Screening for adolescent depression: comparison of the Kutcher Adolescent Depression Scale with the Beck depression inventory.|journal=Journal of child and adolescent psychopharmacology|date=2002|volume=12|issue=2|pages=113-26|pmid=12188980}}&lt;/ref&gt; &lt;ref name=&quot;LeBlancEtAl2002&quot; /&gt;|| .89 (N=309) || 3.17 (raw score 6) || .11 (raw score ≤) ||
|Link to free download:
[http://teenmentalhealth.org/wp-content/uploads/2014/09/6-KADS.pdf KADS] 
|-
|}

=== Interpreting depression screening measure scores ===
For information on interpreting screening measure scores, click [[Evidence based assessment/Prediction phase#Interpreting screening measure scores|here.]]

==[[Evidence based assessment/Prescription phase|'''Prescription phase''']]==
===Gold standard diagnostic interviews===
* For a list of broad-reaching diagnostic interviews sortable by disorder with PDFs (if applicable), [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prescription_phase&amp;wteswitched=1#Common_Diagnostic_Interviews click here.]

===Diagnostic instruments specific for adolescent depression ===
{| class=&quot;wikitable&quot;
! colspan=&quot;8&quot; |Diagnostic instruments for adolescent depression
|-
!Measure
!Parent Version  (Age)
!Youth Version  (Age)
!Format of Item  Administration
!Format of  Response Style
!Cost and Access
!Administration  Time (for full interview in minutes)
!Rater Qualifications and Training
|-
|Child and Adolescent Psychiatric Assessment (CAPA)&lt;ref&gt;{{Cite journal|last=Angold|first=Adrian|last2=Costello|first2=E. Jane|date=2000-1|title=The Child and Adolescent Psychiatric Assessment (CAPA)|url=https://linkinghub.elsevier.com/retrieve/pii/S0890856709660998|journal=Journal of the American Academy of Child &amp; Adolescent Psychiatry|language=en|volume=39|issue=1|pages=39–48|doi=10.1097/00004583-200001000-00015}}&lt;/ref&gt;
|9-18
|9-18
|Structured with the option for additional semi-structured inquires
|Close-Ended  (Y/N)

Mix of  Close-Ended (Likert) and Open-Ended
|Information available through the Developmental Epidemiology Center at Duke University
|60-120 
|Bachelor’s degree plus required training by individuals trained on this interview (Angold &amp; Costello, 2000)
|-
|Children’s Interview for Psychiatric Syndromes (ChIPS)&lt;ref&gt;{{Cite journal|last=Weller|first=Elizabeth B.|last2=Weller|first2=Ronald A.|last3=Fristad|first3=Mary A.|last4=Rooney|first4=Marijo Teare|last5=Schecter|first5=Jennifer|date=2000-1|title=Children's Interview for Psychiatric Syndromes (ChIPS)|url=https://linkinghub.elsevier.com/retrieve/pii/S0890856709661037|journal=Journal of the American Academy of Child &amp; Adolescent Psychiatry|language=en|volume=39|issue=1|pages=76–84|doi=10.1097/00004583-200001000-00019}}&lt;/ref&gt;
|6-18
|6-18
|Structured with the option for additional semi-structured inquires
|Close-Ended  (Y/N)
|Approximately $90; Available through various retailers
|20-50
|Trained lay person supervised by a licensed clinician. Administration manual includes training materials. (Weller, Weller, Fristad, Rooney, &amp; Schecter,  2000)
|-
|Diagnostic Individual Schedule for Children IV (DISC-IV)&lt;ref&gt;{{Cite journal|last=Shaffer|first=David|last2=Fisher|first2=Prudence|last3=Lucas|first3=Christopher P.|last4=Dulcan|first4=Mina K.|last5=Schwab-Stone|first5=Mary E.|date=2000-1|title=NIMH Diagnostic Interview Schedule for Children Version IV (NIMH DISC-IV): Description, Differences From Previous Versions, and Reliability of Some Common Diagnoses|url=https://linkinghub.elsevier.com/retrieve/pii/S0890856709660986|journal=Journal of the American Academy of Child &amp; Adolescent Psychiatry|language=en|volume=39|issue=1|pages=28–38|doi=10.1097/00004583-200001000-00014}}&lt;/ref&gt;
|6-17
|9-17
|Structured
|Close-Ended  (Y/N)
|Ranges from  $150-$2000 per computer installation; Charge for paper version is minimal to  cover copying and mailing expenses; email disc@worldnet.att.net
|90-120
|Lay person with  supervision by a licensed clinician. Training is strongly recommended. Details on training available by contacting [[Mailto:disc@worldnet.att.net|disc@worldnet.att.net]] 

(“NIMH  Diagnostic Interview Schedule for Children Version IV (NIMH DISC-IV):  description, differences from previous versions, and reliability of some... -  PubMed - NCBI,” n.d.)
|-
|Mini-International  Neuropsychiatric Interview for Children and Adolescents (MINI-KIDS)
|6-17
|13-17
|Structured 
|Close-Ended  (Y/N)
|Free for download and use if specific criteria met
|15-50 minutes
|Trained lay person supervised by a licensed clinician. Training by licensed clinician is recommended. 

&lt;nowiki&gt;http://harmresearch.org/index.php/mini-international-neuropsychiatric-interview-mini/&lt;/nowiki&gt;  

(Sheehan et al., 1998)
|-
|[[wikipedia:Patient_Health_Questionnaire|Patient Health Questionnaire 9 (PHQ-9)]]
|18+
|
|Self Report 
|Close-Ended (Likert) 
|Free for download and use if specific criteria met
|3-5 minutes
|No training required. Available for free online [https://www.phqscreeners.com/select-screener/36 here]
|}

===Severity scales for adolescent depression===
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
! colspan=&quot;6&quot; |Diagnostic instruments for adolescent d'''epression'''
|-
! Measure
!Informant
! Format (Reporter)
! Age Range
! Administration/
Completion Time
!Free and Accessible Measures
|-
| Children's Depression Rating Scale - Revised (CDRS-R)
|Parent
| Structured Interview&lt;ref name=&quot;:4&quot;&gt;{{Cite journal|last=Mayes|first=Taryn L.|last2=Bernstein|first2=Ira H.|last3=Haley|first3=Charlotte L.|last4=Kennard|first4=Betsy D.|last5=Emslie|first5=Graham J.|date=2010-12|title=Psychometric Properties of the Children's Depression Rating Scale–Revised in Adolescents|url=https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3003451/|journal=Journal of Child and Adolescent Psychopharmacology|volume=20|issue=6|pages=513–516|doi=10.1089/cap.2010.0063|issn=1044-5463|pmc=PMC3003451|pmid=21186970}}&lt;/ref&gt;
| 6-12
| 15-20 minutes
|
* Link to purchase [https://www.wpspublish.com/store/p/2703/cdrs-r-children-s-depression-rating-scale-revised#purchase-product CDRS-R]
*[http://www.opapc.com/uploads/documents/CDRS-R.pdf PDF] (excerpt)
|-
|Reynolds Adolescent Depression Scale 2 (RADS-2)
|Youth
|Questionnaire
|13-17
|5-10  minutes
|
* Link to purchase [https://www.parinc.com/products/pkey/348 RADS-2] 
|-
|Revised Children's Anxiety and Depression Scale (RCADS)
|Youth
|Questionnaire 
|6-18
|12 minutes
|
* Link to download [https://www.corc.uk.net/outcome-experience-measures/revised-childrens-anxiety-and-depression-scale-and-subscales/ RCADS]
|}
'''Note:''' Reliability and validity are included in the [[Evidence-based assessment/Depression in youth (assessment portfolio)/extended version|extended version]]. This table includes measures with Good or Excellent ratings.

==[[Evidence based assessment/Process phase|'''Process phase''']]==
The following section contains a brief overview of treatment options for depression and a list of process and outcome measures for adolescent depression. The section includes benchmarks based on published norms and on mood samples for several outcome and severity measures, as well as information about commonly used process measures. Process and outcome measures are used as part of the [[Evidence based assessment/Process phase|process phase]] of assessment. For more information on differences between process and outcome measures, see the page on the [[Evidence based assessment/Process phase|process phase of assessment]].

=== Process measures ===
{{blockquotetop}}
'''A.  Mood and Energy Thermometer''' 
&amp;nbsp;This is an improved and practical way of monitoring complex mood cycles and daily schedules. Given that some clinicians and patients may get confused about different 1 to 10 scales (e.g., a 10 could mean extreme depression or extreme mania or no depression), the Mood &amp; Energy Thermometer improves the language in communicating (and monitoring) mood. Moreover, many children report their energy levels more accurately than their moods and therefore, energy levels are incorporated into the mood rating. The Mood &amp; Energy Thermometer that was developed at Western Psychiatric Institute and Clinic (WPIC; and used in about 400 kids) rates mania and increased energy on a 1 to 10 scale, rates depression and tiredness on a -1 to -10 scale, and attempts to form a common language between patients, families, and clinicians. This scale also takes into account the amount of time spent depressed or manic; for example, -4 would mean “mild depression” and “mild tiredness” present ≥50% of the time, and -3 would mean “mild depression” and “mild tiredness” present &lt; 50% of the time. The inclusion of measuring energy levels is consistent with the DSM-5, as energy level is now included in the DSM-5 as a main mood symptom criterion. Bipolar track patients (whether they experienced mania, depression, or mixed features) rated their (Q: is the parent rating his/her own moods/energy, or his/her child's?) mood and energy levels every day on this scale, and a master’s-level clinician met with them on a daily basis to help them better identify and record their mood symptoms, which has significant clinical value not only for treatment but also to prevent future episodes.&lt;ref name=&quot;:3&quot;&gt;{{Cite web|url=http://pediatricbipolar.pitt.edu/resources/instruments|title=Instruments {{!}} CABS {{!}} University of Pittsburgh|website=pediatricbipolar.pitt.edu|language=en|access-date=2018-05-31}}&lt;/ref&gt;

*[https://mfr.osf.io/render?url=https://osf.io/p4a8s/?action=download%26mode=render Mood and Energy Thermometer]&lt;ref name=&quot;:3&quot; /&gt;

*[https://mfr.osf.io/render?url=https://osf.io/upe2a/?action=download%26mode=render Mood and Energy Thermometer with Anger and Anxiety (with recording/monitoring card)]&lt;ref name=&quot;:3&quot; /&gt;

*[https://mfr.osf.io/render?url=https://osf.io/d2fge/?action=download%26mode=render Mood and Energy Thermometer with Anger and Anxiety - Simplified Version]&lt;ref name=&quot;:3&quot; /&gt;
'''B.  Life Charts'''
* To learn more about how life charts can be used with adolescent depression, [http://www.bipolarnews.org/Life%20Charting%20Description.htm see here]
* [https://mfr.osf.io/render?url=https://osf.io/amq6k/?action=download%26mode=render Life Charts for Depression and Bipolar]
{{blockquotebottom}}
=== Outcome and severity measures ===
* This table includes clinically significant benchmarks for '''Depression in Youth''' specific outcome measures
* Information on how to interpret this table can be [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Process_phase found here].
* Additionally, these [[Evidence based assessment/Vignettes|vignettes]] might be helpful resources for understanding appropriate adaptations of outcome measures in practice.
*''&lt;u&gt;For clinically significant change benchmarks for the CBCL, YSR, and TRF total, externalizing, internalizing, and attention benchmarks,&lt;/u&gt;'' [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Process_phase&amp;wteswitched=1#Clinically_significant_change_benchmarks_for_widely-used_outcome_measures see here.]
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
| colspan=&quot;8&quot; |'''Clinically significant change benchmarks with common instruments for adolescent depression'''
|-
| rowspan=&quot;1&amp;quot;&quot; style=&quot;text-align:center;font-size:130%;&quot; | &lt;b&gt; Measure&lt;/b&gt;
| style=&quot;text-align:center;font-size:130%;&quot; | &lt;b&gt;Subscale&lt;/b&gt;
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:130%&quot; width=&quot;300&quot; | &lt;b&gt; Cut-off scores&lt;/b&gt;
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:120%&quot; | &lt;b&gt; Critical Change &lt;br&gt; (unstandardized scores)&lt;/b&gt;
|-
| colspan=&quot;8&quot;  span style=&quot;font-size:110%; text-align:center;&quot; | &lt;b&gt; Benchmarks Based on Published Norms &lt;/b&gt;
|-
| colspan=&quot;2&quot; |
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; A&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; B&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; C&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; 95%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; 90%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; SE&lt;sub&gt;difference&lt;/sub&gt;&lt;/b&gt;
|-
| rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | &lt;b&gt;Beck Depression Inventory-II&lt;/b&gt;
| style=&quot;text-align:center;&quot;|
| style=&quot;text-align:center;&quot;| 4
| style=&quot;text-align:center;&quot;| 22
| style=&quot;text-align:center;&quot;| 15
| style=&quot;text-align:center;&quot;| 9
| style=&quot;text-align:center;&quot;| 8
| style=&quot;text-align:center;&quot;| 4.8
|-
| rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | &lt;b&gt; CBCL T-scores &lt;br&gt; (2001 Norms)&lt;/b&gt;
| style=&quot;text-align:right;&quot; | &lt;i&gt; Total&lt;/i&gt;
| style=&quot;text-align:center;&quot;| 49
| style=&quot;text-align:center;&quot;| 70
| style=&quot;text-align:center;&quot;| 58
| style=&quot;text-align:center;&quot;| 5
| style=&quot;text-align:center;&quot;| 4
| style=&quot;text-align:center;&quot;| 2.4
|-
| colspan=&quot;8&quot;  span style=&quot;font-size:110%; text-align:center;&quot; | &lt;b&gt; Benchmarks Based on Mood Samples &lt;/b&gt;
|-
| colspan=&quot;8&quot;  span style=&quot;font-size:100%; text-align:center;&quot; | &lt;b&gt;[http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.198.9176&amp;rep=rep1&amp;type=pdf Gracious et al., 2002]&lt;ref&gt;{{cite journal|last1=Gracious|first1=BL|last2=Youngstrom|first2=EA|last3=Findling|first3=RL|last4=Calabrese|first4=JR.|title=Discriminative validity of a parent version of the Young Mania Rating Scale.|journal=Journal of American Academy of Child and Adolescent Psychiatry|date=November 2002|volume=41|issue=11|url=http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.198.9176&amp;rep=rep1&amp;type=pdf|accessdate=10 February 2014}}&lt;/ref&gt;&lt;/b&gt;
|-
| rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | &lt;b&gt; Young Mania Rating Scale - Parent &lt;br&gt; (Full)&lt;/b&gt;
| style=&quot;text-align:center;&quot;| n/a
| style=&quot;text-align:center;&quot;| 5.2
| style=&quot;text-align:center;&quot;| 22.1
| style=&quot;text-align:center;&quot;| 14.4
| style=&quot;text-align:center;&quot;| 4.3
| style=&quot;text-align:center;&quot;| 3.6
| style=&quot;text-align:center;&quot;| 2
|-
| rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | &lt;b&gt; Young Mania Rating Scale - Parent &lt;br&gt; (Brief)&lt;/b&gt;
| style=&quot;text-align:center;&quot;| n/a
| style=&quot;text-align:center;&quot;| 6.8
| style=&quot;text-align:center;&quot;| 27.4
| style=&quot;text-align:center;&quot;| 17.5
| style=&quot;text-align:center;&quot;| 5
| style=&quot;text-align:center;&quot;| 4.2
| style=&quot;text-align:center;&quot;| 2.5
|}

'''4.1.b – Beck Depression Inventory- II, ages 13 and up'''&lt;ref&gt;'''Beck AT''', '''Steer RA''', '''Brown G'''. '''1996'''. ''Beck Depression Inventory''. San Antonio, TX: Harcourt Brace Educ. Meas. 2nd ed.&lt;/ref&gt;

'''4.1.c – KSADS Depression Rating Scale (Axelson, 2006)'''

'''4.1.d – Children’s Depression Rating Scale-Revised (CDRS-R; Elva et al., 1996)'''

'''4.1.e – Children’s Depression Inventory, ages 7-17 (CDI; Kovacs, 1992)'''

=== Treatment ===
For treatment of depression in youth, there are two main types of treatment: psychosocial interventions and medication. There has been significant controversy over the use of psychotropic medications with children and many studies have looked at the efficacy of medication, psychosocial interventions, or a combination of both.

One of the most effective treatments for depression in youth is psychosocial interventions, which has been shown to lead to substantial reduction in symptoms for children and adolescents. A recent meta-analysis found that psychosocial interventions had an effect size of 1.14 and the reduction in depressive symptoms was maintained over time. On the other hand, the meta-analysis reported that pharmacological treatments did not lead to significant symptom reduction and had an effect size of 0.19.&lt;ref&gt;{{Cite journal|last=Michael|first=Kurt D|last2=Crowley|first2=Susan L|title=How effective are treatments for child and adolescent depression?|url=https://doi.org/10.1016/S0272-7358(01)00089-7|journal=Clinical Psychology Review|volume=22|issue=2|pages=247–269|doi=10.1016/s0272-7358(01)00089-7}}&lt;/ref&gt; Additionally, medications such as Selective Serotonin Reuptake Inhibitors (SSRIs) have presented concerns about increasing suicidality and harmful behavior.&lt;ref&gt;{{Cite journal|last=Jane Garland|first=E.|last2=Kutcher|first2=Stan|last3=Virani|first3=Adil|last4=Elbe|first4=Dean|date=2016|title=Update on the Use of SSRIs and SNRIs with Children and Adolescents in Clinical Practice|url=https://www.ncbi.nlm.nih.gov/pubmed/27047551|journal=Journal of the Canadian Academy of Child and Adolescent Psychiatry = Journal De l'Academie Canadienne De Psychiatrie De L'enfant Et De L'adolescent|volume=25|issue=1|pages=4–10|issn=1719-8429|pmc=PMC4791100|pmid=27047551}}&lt;/ref&gt; One of the most commonly used psychosocial interventions is cognitive behavioral therapy, which consists of individual or group sessions in which the provider helps the client address cognitive distortions and maladaptive thinking patterns that contribute to the maintenance of depressive thoughts.&lt;ref&gt;{{Cite journal|last=Driessen|first=Ellen|last2=Hollon|first2=Steven D.|title=Cognitive Behavioral Therapy for Mood Disorders: Efficacy, Moderators and Mediators|url=http://linkinghub.elsevier.com/retrieve/pii/S0193953X1000047X|journal=Psychiatric Clinics of North America|volume=33|issue=3|pages=537–555|doi=10.1016/j.psc.2010.04.005}}&lt;/ref&gt;

* Please refer to the page on adolescent [https://www.aacap.org/aacap/Families_and_Youth/Resource_Centers/Depression_Resource_Center/Home.aspx depression] for more information on available treatment for adolescent depression or go to [http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/sadness-hopelessness-and-depression/ Effective Child Therapy] for a curated resource on effective treatments for adolescent depression.

=='''External Resources'''==

# [http://apps.who.int/classifications/icd10/browse/2010/en#/F33 ICD-10 diagnostic criteria]
# [https://en.wikiversity.org/w/index.php?title=Helping_Give_Away_Psychological_Science/Resources/Annotated_List_of_Where_and_How_to_Find_a_Therapist&amp;wteswitched=1#Other_low-cost_options Find-a-Therapist] (a curated list of find-a-therapist websites where you can find a provider)
# [https://www.nimh.nih.gov/health/publications/teen-depression/index.shtml NIMH] (information about adolescent depression)
# [https://www.hopkinsmedicine.org/psychiatry/specialty_areas/moods/ADAP/docs/ADAP-Booklet_FINAL.pdf John's Hopkins Resource Guide] (a guide about adolescent depression, treatment, and more)
# OMIM (Online Mendelian Inheritance in Man)
## [https://www.omim.org/entry/608516 608516]
## [https://www.omim.org/entry/608520 608520]
## [https://www.omim.org/entry/608691 608691]
# [https://emedicine.medscape.com/article/286759-overview eMedicine entry for adult depression]
#[http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/sadness-hopelessness-and-depression/ Effective Child Therapy]
##Effective Child Therapy is a website sponsored by Division 53 of the American Psychological Association (APA), or The [https://sccap53.org Society of Clinical Child and Adolescent Psychology] (SCCAP), in collaboration with the Association for Behavioral and Cognitive Therapies (ABCT). Use for information on symptoms and available treatments.

== '''References''' ==
{{collapse top|Click here for references}}
{{Reflist|30em}}

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==[[Evidence based assessment/Portfolio template/What is a &quot;portfolio&quot;|'''What is a &quot;portfolio&quot;?''']]==
For background information on what assessment portfolios are, click the link in the heading above.

Want even 'more' information about this topic? There's an extended version of this page [[Evidence-based assessment/Autism spectrum disorder (assessment portfolio)/extended version|here]].

== [[Evidence based assessment/Preparation phase|'''Preparation phase''']] ==
=== Diagnostic criteria for autism spectrum disorder===

{{blockquotetop}}
&lt;big&gt;'''ICD-11 Diagnostic Criteria''':&lt;/big&gt;

Autism spectrum disorder is characterized by persistent deficits in the ability to initiate and to sustain reciprocal social interaction and social communication, and by a range of restricted, repetitive, and inflexible patterns of behaviour and interests. The onset of the disorder occurs during the developmental period, typically in early childhood, but symptoms may not become fully manifest until later, when social demands exceed limited capacities. Deficits are sufficiently severe to cause impairment in personal, family, social, educational, occupational or other important areas of functioning and are usually a pervasive feature of the individual’s functioning observable in all settings, although they may vary according to social, educational, or other context. Individuals along the spectrum exhibit a full range of intellectual functioning and language abilities.

Note: The ICD-11 contains seven subcategories of ASD that can be found in the ICD-11, [https://icd.who.int/browse11/l-m/en#/http%3a%2f%2fid.who.int%2ficd%2fentity%2f120443468 here].

&lt;big&gt;'''ASD encompasses these previous DSM-IV diagnoses''':&lt;/big&gt;

*Autistic disorder (autism) 
*Asperger’s disorder
*Childhood disintegrative disorder
*Pervasive developmental disorder not otherwise specified

'''&lt;big&gt;ASD is characterized by:&lt;/big&gt;'''
# deficits in social communication and social interaction and 
# restricted repetitive behaviors, interests, and activities (RRBs). 
Because both components are required for diagnosis of ASD, social communication disorder is diagnosed if no RRBs are present.

'''&lt;big&gt;Changes in DSM-5 Criteria&lt;/big&gt;'''

* The diagnostic criteria for ASD changed from [[DSM-IV]] to [[wikipedia:Diagnostic_and_Statistical_Manual_of_Mental_Disorders#DSM-IV-TR_.282000.29|DSM-5]]. Summaries are available [http://www.dsm5.org/Documents/changes%20from%20dsm-iv-tr%20to%20dsm-5.pdf here] and [[wikipedia:DSM-5|here]].

{{blockquotebottom}}


===Base rates of ASD in children and adolescents in different populations and clinical settings=== 
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
|-
! Demography
! Setting (Reference)
! Base Rate
! Diagnostic Method
|-
| 11 ADDM sites
| Autism and Developmental Disabilities Monitoring (ADDM) Network (2014) - 8 year olds ***
| 1.5% (1 per 68)
| Diagnosis by doctor based on DSM-IV-TR criteria
|-
| Epidemiological: 43,283 household surveys 
| National Health Statistics Report (NHIS; 2014), 3-17 year olds&lt;ref&gt;{{cite journal|last1=Zablotsky|first1=B|last2=Black|first2=LI|last3=Maenner|first3=MJ|last4=Schieve|first4=LA|last5=Blumberg|first5=SJ|title=Estimated Prevalence of Autism and Other Developmental Disabilities Following Questionnaire Changes in the 2014 National Health Interview Survey.|journal=National health statistics reports|date=13 November 2015|issue=87|pages=1-20|pmid=26632847}}&lt;/ref&gt;
| 2.2% (1 per 45)
| DSM-IV-TR 
|-
| 11 ADDM sites: Male/Female Ratio
| The Autism and Developmental Disabilities Monitoring (ADDM) Network (2014) – 8 year olds
| 1 in 42 boys (2.4%), 1 in 189 girls (.05%)
| DSM-IV-TR
|-
| Came from family registry for those who had children under 18 years old in United States
| Interactive Autism Network (IAN): Individual Sibling Recurrence&lt;ref&gt;{{cite journal|last1=Constantino|first1=JN|last2=Zhang|first2=Y|last3=Frazier|first3=T|last4=Abbacchi|first4=AM|last5=Law|first5=P|title=Sibling recurrence and the genetic epidemiology of autism.|journal=The American journal of psychiatry|date=November 2010|volume=167|issue=11|pages=1349-56|pmid=20889652}}&lt;/ref&gt;
| ASD status occurred in an additional child in 10.9% of families
| DSM-IV-TR
|-
| 11 ADDM sites (Race/ethnicity study)
| The Autism and Developmental Disabilities Monitoring (ADDM) Network (2014) – 8 year olds

Race/Ethnicity:

* Non-Hispanic White
* Non-Hispanic Black
* Hispanic
* Asian
|
* '''Non-Hispanic White:''' 1 in 63 (1.6%)
* '''Non-Hispanic Black:''' 1 in 81 (1.2%)
* '''Hispanic:''' 1 in 91 (1.1%)
* '''Asian:''' 1 in 81 (1.2%)
| DSM-IV-TR
|-
| 
| style=&quot;text-align:left&quot; | The Autism and Developmental Disabilities Monitoring (ADDM) Network (2010) – 8 year olds &lt;br&gt; 
:Race/Ethnicity&lt;br&gt;  
::- Non-Hispanic White&lt;br&gt; - Non-Hispanic Black&lt;br&gt; - Hispanic&lt;br&gt; - Asian&lt;br&gt; - Other
| style=&quot;text-align:left&quot; | &lt;br&gt;&lt;br&gt; &lt;br&gt;60.3%&lt;br&gt;15.7%&lt;br&gt;17.2%&lt;br&gt;3.3%&lt;br&gt;3.5%
| DSM-IV-TR
|-
| Male/Female Ratio
| Epidemiological study: Review of 43 studies&lt;ref&gt;{{Cite journal|last=Kogan|first=M. D.|last2=Blumberg|first2=S. J.|last3=Schieve|first3=L. A.|last4=Boyle|first4=C. A.|last5=Perrin|first5=J. M.|last6=Ghandour|first6=R. M.|last7=Singh|first7=G. K.|last8=Strickland|first8=B. B.|last9=Trevathan|first9=E.|date=2009-11-01|title=Prevalence of Parent-Reported Diagnosis of Autism Spectrum Disorder Among Children in the US, 2007|url=http://pediatrics.aappublications.org/cgi/doi/10.1542/peds.2009-1522|journal=PEDIATRICS|language=en|volume=124|issue=5|pages=1395–1403|doi=10.1542/peds.2009-1522|issn=0031-4005}}&lt;/ref&gt;
| 4.2% (4.2 male:1 female)
| DSM-IV/Rating Scales/Clinical
|}

==[[Evidence based assessment/Prediction phase|'''Prediction phase''']]==

=== Psychometric properties of screening instruments for autism spectrum disorder ===
The following section contains a list of screening and diagnostic instruments for autism. The section includes administration information, psychometric data, and PDFs or links to the screenings. 
* Screenings are used as part of the [[Evidence based assessment/Prediction phase|prediction phase]] of assessment; for more information on interpretation of this data, or how screenings fit in to the assessment process, click [[Evidence based assessment/Prediction phase|here.]]

* '''''For a list of more broadly reaching screening instruments, [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prediction_phase&amp;wteswitched=1#Common_screening_instruments click here.]''''' 

{| class=&quot;wikitable sortable&quot;
|-
! Measure (Wikipedia Link) 
!Format (Reporter)
!Age Range
!Administration/
Completion Time
!Where to Access
|-
|[[Evidence based assessment/Instruments/Modified checklist for autism in toddlers|Modified Checklist for Autism in Toddlers (M-CHAT)]]
|Questionnaire (Parent report)
|18-30 months
|5-10 minutes
|
* [https://mfr.osf.io/render?url=https://osf.io/utmxg/?action=download%26mode=render Free printable PDF MCHAT]
*[https://www.autismspeaks.org/screen-your-child Free Online MCHAT]
|-
|[[wikipedia:Autism-spectrum_quotient|Autism Spectrum Quotient (AQ)]]
|Questionnaire
|16 years and up
|10-15 minutes
|
* [https://psychology-tools.com/autism-spectrum-quotient/ Online version with scoring] 
* [https://mfr.osf.io/render?url=https://osf.io/4xu3y/?action=download%26mode=render AQ free printable PDF]
* [https://mfr.osf.io/render?url=https://osf.io/fqsxm/?action=download%26mode=render Printable scoring guide]
|-
|[[wikipedia:Autism_Diagnostic_Observation_Schedule|Autism Diagnostic Observation Schedule (ADOS)]]
|Direct Testing
|2 years-adult 
|30-50 minutes
|Not free
|-
|[[wikipedia:Autism_Diagnostic_Interview|Autism Diagnostic Interview-Revised (ADI-R)]]
|Questionnaire
|18 months-adult
|90-150 minutes
|Not free
|-
|[[wikipedia:Childhood_Autism_Rating_Scale|Childhood Autism Rating Scale (CARS)]]
|Observation
|2 years-adult
|5-10 minutes
|Not free
|-
|}

=== Likelihood ratios and AUCs of screening measures for ASD ===

* For a list of the likelihood ratios for more broadly reaching screening instruments, [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prediction_phase&amp;wteswitched=1#Likelihood_ratios_and_AUCs_of_common_screening_instruments '''click here.'''] 

{| class=&quot;wikitable sortable&quot;
!Screening Measure (Primary Reference)
!AUC (sample size)
!DLR+ (score)
!DLR- (score)
!Clinical Generalizability
!Where to Access
|-
|Modified Checklist for Autism in Toddlers (M-CHAT)
|
|
|
|
|
|-
|[[wikipedia:Autism-spectrum_quotient|Autism Spectrum Quotient (AQ)]]
|
|
|
|
|
|-
|Parent Interview for Autism (PIA)
|
|
|
|
|
|-
|Social Communication Questionnaire (SCQ)
|
|
|
|
|
|-
|Pervasive Developmental Disorders Behavior Inventory (PDDBI)
|
|
|
|
|
|-
|[[wikipedia:Autism_Diagnostic_Observation_Schedule|Autism Diagnostic Observation Schedule (ADOS)]]
|
|
|
|
|
|-
|[[wikipedia:Childhood_Autism_Rating_Scale|Childhood Autism Rating Scale (CARS)]]
|
|
|
|
|
|-
|Mullen Scale of Early Learning (MSEL)
|
|
|
|
|
|-
|[[wikipedia:Differential_Ability_Scales|Differential Ability Scales (DAS)]]
|
|
|
|
|
|-
|[[wikipedia:Wechsler_Intelligence_Scale_for_Children|Wechsler Intelligence Scale for Children-V (WISC-V)]]
|
|
|
|
|
|-
|[[wikipedia:Stanford–Binet_Intelligence_Scales|Stanford-Binet Intelligence Scales V]]
|
|
|
|
|
|-
|[[wikipedia:Leiter_International_Performance_Scale|Leiter- Revised]]
|
|
|
|
|
|-
|Clinical Evaluation of Language Fundamentals (CELF)
|
|
|
|
|
|-
|[[wikipedia:Peabody_Picture_Vocabulary_Test|Peabody Picture Vocabulary Test (PPVT)]]
|
|
|
|
|
|-
|Expressive One-Word Picture Vocabulary Test-2000 (EOWPVT-2000)
|
|
|
|
|
|-
|Test of Language Competence (TLC)
|
|
|
|
|
|-
|Children's Communication Checklist (CCC)
|
|
|
|
|
|}

=== Interpreting autism screening measure scores ===
* For information on interpreting screening measure scores, [[Evidence based assessment/Prediction phase#Interpreting screening measure scores|'''click here.''']]

==[[Evidence based assessment/Prescription phase|'''Prescription phase''']]==
===Gold standard diagnostic interviews===

* For a list of broad reaching diagnostic interviews sortable by disorder with PDFs (if applicable), [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prescription_phase&amp;wteswitched=1#Common_Diagnostic_Interviews '''click here.''']

===Recommended diagnostic interviews for autism spectrum disorder===
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
! colspan=&quot;4&quot; |Diagnostic instruments for ASD
|- Format (Reporter)
!Measure
!Age Range
!Administration/
Completion Time
!Where to Access
|-
|Autism Diagnostic Observation Schedule, Second Edition (ADOS-2)
|
|
|
|-
|Autism Diagnostic Interview, Revised (ADI-R)
|18 months-adult
| 90-150 minutes
|
|-
|Vineland Adaptive Behavior Scales-Second edition (VABS-II)
|Birth-18 years
|20-60 minutes
|
|-
|Adaptive Behavior Assessment System, Second Edition (ABAS-II)
|
|
|
|}'''Note:''' '''L''' = Less than adequate; '''A''' = Adequate; &lt;b&gt;G&lt;/b&gt; = Good; '''E''' = Excellent; '''U''' = Unavailable; '''NA''' = Not applicable
{{collapse top|Click here for more information on the above interviews}}
'''A. Autism Diagnostic Observation Schedule, Second Edition (ADOS-2)''' -- &amp;nbsp;The ADOS-2 is a semi-structured, play-based assessment of social and communicative behaviors indicative of autism. There are several different modules that can be used based off of the individual’s speech/communication level. Training is necessary to conduct the ADOS-2.

'''B. Autism Diagnostic Interview, Revised (ADI-R) --'''&amp;nbsp;The ADI-R is a caregiver interview that helps to provide a developmental history (ages 4-5) and current functioning level of restricted and repetitive behaviors and social impairment. Training is necessary to conduct the ADI-R.  Due to the homogeneity of the population, there are many other process measures that can be used in autism assessments. Clinical judgment is recommended when deciding what additional measures should be included (e.g. executive functioning, sensory processing, cognitive flexibility, motor functioning, comorbidity). The two measures provided below are commonly used to assess adaptive behaviors (including communication and socialization, core deficits in ASD) and may provide important information regarding levels of daily functioning of individuals with ASD.'''.''' 

'''C. Vineland Adaptive Behavior Scales-Second edition (VABS-II)'''&amp;nbsp;– Parent report recommended with careful attention paid to the Daily Living domain. More commonly used with children.

'''D. Adaptive Behavior Assessment System, Second Edition (ABAS-II)'''&amp;nbsp;– Parent report recommended with special attention to the Global Adaptive Composite (GAC). More commonly used with adults.
{{collapse bottom}}

===[[Evidence based assessment/Process phase|'''Process phase''']]===
The following section contains a brief overview of treatment options for autism and list of process and outcome measures for autism. The section includes benchmarks based on published norms for several outcome and severity measures, as well as information about commonly used process measures. Process and outcome measures are used as part of the [[Evidence based assessment/Process phase|process phase]] of assessment. For more information of differences between process and outcome measures, see the page on the [[Evidence based assessment/Process phase|process phase of assessment]].

=== Process measures ===
The following section contains a list of process and outcome measures for autism. The section includes benchmarks based on published norms and on those on the spectrum samples for several outcome and severity measures, as well as information about commonly used process measures. Process and outcome measures are used as part of the [[Evidence based assessment/Process phase|process phase]] of assessment. For more information of differences between process and outcome measures, see the page on the [[Evidence based assessment/Process phase|process phase of assessment]]. 
{{blockquotetop}}
There are many processes that may be considered important when evaluating a child or an adolescent with ASD; however, due to the diversity of the population and symptom expression, there are too many to narrow down. Clinical judgment is recommended when deciding what additional measures should be included (e.g. executive functioning, sensory processing, cognitive flexibility). The two measures provided below are commonly used to assess adaptive behaviors (including communication and socialization, core deficits in ASD) and may provide important information regarding levels of daily functioning of individuals with ASD.
{{blockquotebottom}}
=== Outcome and severity measures ===
This table includes clinically significant benchmarks for autism specific outcome measures
* Information on how to interpret this table can be [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Process_phase found here].
* Additionally, these [[Evidence based assessment/Vignettes|vignettes]] might be helpful resources for understanding appropriate adaptation of outcome measures in practice.
*''&lt;u&gt;For clinically significant change benchmarks for the CBCL, YSR, and TRF total, externalizing, internalizing, and attention benchmarks,&lt;/u&gt;'' [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Process_phase&amp;wteswitched=1#Clinically_significant_change_benchmarks_for_widely-used_outcome_measures see here.]

{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
! colspan=&quot;8&quot; |'''&lt;u&gt;&lt;big&gt;Clinically significant change benchmarks for ASD outcome measures&lt;/big&gt;&lt;/u&gt;'''
|-
| colspan=&quot;8&quot; style=&quot;font-size:110%; text-align:center;&quot; span | &lt;b&gt; &lt;small&gt;Benchmarks Based on Published Norms&lt;/small&gt; &lt;/b&gt;
|-
| rowspan=&quot;2&quot; style=&quot;text-align:center;font-size:130%;&quot; | &lt;b&gt; Measure&lt;/b&gt;
| rowspan=&quot;2&quot; style=&quot;text-align:center;font-size:130%;&quot; |&lt;b&gt;Subscale&lt;/b&gt;
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:130%&quot; width=&quot;300&quot; |&lt;b&gt; Cut-off scores&lt;/b&gt;
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:120%&quot; |&lt;b&gt; Critical Change &lt;br&gt; (unstandardized scores)&lt;/b&gt;
|-
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; A&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; B&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; C&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; 95%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; 90%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; SE&lt;sub&gt;difference&lt;/sub&gt;&lt;/b&gt;
|-
| rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; |  '''CBCL T-scores &lt;br&gt; (2001 Norms)'''
| style=&quot;text-align:right;&quot; | &lt;i&gt; Total&lt;/i&gt;
| style=&quot;text-align:center;&quot;| 49
| style=&quot;text-align:center;&quot;| 70
| style=&quot;text-align:center;&quot;| 58
| style=&quot;text-align:center;&quot;| 5
| style=&quot;text-align:center;&quot;| 4
| style=&quot;text-align:center;&quot;| 2.4
|-
| rowspan=&quot;6&quot; style=&quot;text-align:center;&quot; |  '''Autism Diagnostic Observation Schedule &lt;br&gt; - Generic (ADOS-G)&lt;sup&gt;6,12&lt;/sup&gt;'''
|style=&quot;text-align:right;&quot;|''Module 1 Social Affect Total''
|style=&quot;text-align:center;&quot;|8.1
|style=&quot;text-align:center;&quot;|12.5
|style=&quot;text-align:center;&quot;|10.2
|style=&quot;text-align:center;&quot;|2.3
|style=&quot;text-align:center;&quot;|1.9
|style=&quot;text-align:center;&quot;|1.1
|-
|style=&quot;text-align:right;&quot;|''Module 1 RR Total''
|style=&quot;text-align:center;&quot;|0.4
|style=&quot;text-align:center;&quot;|4.4
|style=&quot;text-align:center;&quot;|2.7
|style=&quot;text-align:center;&quot;|1.1
|style=&quot;text-align:center;&quot;|0.9
|style=&quot;text-align:center;&quot;|0.5
|-
|style=&quot;text-align:right;&quot;|''Module 2 Social Affect Total'' 
|style=&quot;text-align:center;&quot;|7.7
|style=&quot;text-align:center;&quot;|10.4
|style=&quot;text-align:center;&quot;|9.1
|style=&quot;text-align:center;&quot;|2.0
|style=&quot;text-align:center;&quot;|1.7
|style=&quot;text-align:center;&quot;|1.0
|-
|style=&quot;text-align:right;&quot;|''Module 2 RR Total''
|style=&quot;text-align:center;&quot;|1.2
|style=&quot;text-align:center;&quot;|4.9
|style=&quot;text-align:center;&quot;|3.2
|style=&quot;text-align:center;&quot;|1.1
|style=&quot;text-align:center;&quot;|0.9
|style=&quot;text-align:center;&quot;|0.6
|-
|style=&quot;text-align:right;&quot;|''Module 3 Social Affect Total''
|style=&quot;text-align:center;&quot;|3.7
|style=&quot;text-align:center;&quot;|9.8
|style=&quot;text-align:center;&quot;|7.1
|style=&quot;text-align:center;&quot;|2.1
|style=&quot;text-align:center;&quot;|1.8
|style=&quot;text-align:center;&quot;|1.1
|-
|style=&quot;text-align:right;&quot;|''Module 3 RR Total''
|style=&quot;text-align:center;&quot;|&lt;nowiki&gt;-0.4*&lt;/nowiki&gt;
|style=&quot;text-align:center;&quot;|3.3
|style=&quot;text-align:center;&quot;|1.9
|style=&quot;text-align:center;&quot;|0.9
|style=&quot;text-align:center;&quot;|0.8
|style=&quot;text-align:center;&quot;|0.5
|-
|style=&quot;text-align:center;&quot;|'''Childhood Autism Rating Scale (CARS)&lt;ref&gt;{{cite journal|last1=Coplan|first1=J|last2=Jawad|first2=AF|date=July 2005|title=Modeling clinical outcome of children with autistic spectrum disorders.|journal=Pediatrics|volume=116|issue=1|pages=117-22|pmid=15995041}}&lt;/ref&gt;&lt;ref name=&quot;:0&quot;&gt;{{cite journal|last1=Chlebowski|first1=C|last2=Green|first2=JA|last3=Barton|first3=ML|last4=Fein|first4=D|date=July 2010|title=Using the childhood autism rating scale to diagnose autism spectrum disorders.|journal=Journal of autism and developmental disorders|volume=40|issue=7|pages=787-99|pmid=20054630}}&lt;/ref&gt;'''
|style=&quot;text-align:right;&quot;|''Parent Total''
|style=&quot;text-align:center;&quot;|23.0
|style=&quot;text-align:center;&quot;|18.0
|style=&quot;text-align:center;&quot;|18.6
|style=&quot;text-align:center;&quot;|1.6
|style=&quot;text-align:center;&quot;|1.4
|style=&quot;text-align:center;&quot;|0.8
|-
|style=&quot;text-align:center;&quot;|'''Social Responsiveness Scale (SRS)'''&lt;ref name=&quot;:0&quot; /&gt;'''&lt;br&gt;Caregiver Report (Appendix B)'''
|style=&quot;text-align:right;&quot;|''Total''
|style=&quot;text-align:center;&quot;|72.7
|style=&quot;text-align:center;&quot;|62.8
|style=&quot;text-align:center;&quot;|66.8
|style=&quot;text-align:center;&quot;|11.3
|style=&quot;text-align:center;&quot;|9.5
|style=&quot;text-align:center;&quot;|5.8
|}

=== Treatment ===

* Please refer to the page on [[wikipedia:Autism_spectrum|Autism Spectrum Disorder]] for more information on available treatment or go to [http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/autism/ Effective Child Therapy]  for a curated resource on effective treatments for ASD.

{{collapse top| Click here for more information on '''''ASD treatment'''''}}
'''Behavior and Communication Approaches'''

# ''Applied Behavior Analysis (ABA)&lt;sup&gt;20&lt;/sup&gt;'' 
#*Method of teaching appropriate behaviors by breaking tasks down into small discrete steps and training in a systematic and precise way called discrete trial training (DTT). 
#*Based on the context that children with ASD have significant difficulties with learning, learning through imitation and listening as typical peer
# ''Early Intensive Behavioral Intervention (EIBI)&lt;sup&gt;20&lt;/sup&gt;'' 
#*Focuses on remediation of deficient language, imitation, pre-academics, self-help and social interaction skills broken down into discrete components, taught on a one-to-one basis in school and/or at home. 
#*Typically using discrete trial teaching, reinforcement, backward chaining, shaping, extinction, prompting and prompt fading. Parent involvement is essential.&lt;ref name=&quot;Peters-Scheffer&quot;&gt;{{cite journal|last1=Peters-Scheffer|first1=N|last2=Didden|first2=R|last3=Korzilius|first3=H|last4=Sturmey|first4=P|date=2011|title=A meta-analytic study on the effectiveness of comprehensive ABA-based early intervention programs for children with Autism Spectrum Disorders|journal=Research in Autism Spectrum Disorders|volume=5|issue=1|page=60-69}}&lt;/ref&gt;
# ''Pivotal Response Training (PRT)&lt;sup&gt;23&lt;/sup&gt;'' 
#*Derived from ABA, an approach that teaches the learner to seek out and respond to naturally occurring learning opportunities. 
#*Goals include the development of communication, language and positive social behaviors and relief from disruptive self-stimulatory behavior.&lt;ref&gt;{{cite journal|last1=Odom|first1=Samuel L.|last2=Collet-Klingenberg|first2=Lana|last3=Rogers|first3=Sally J.|last4=Hatton|first4=Deborah D.|title=Evidence-Based Practices in Interventions for Children and Youth with Autism Spectrum Disorders|journal=Preventing School Failure: Alternative Education for Children and Youth|date=19 May 2010|volume=54|issue=4|pages=275–282|doi=10.1080/10459881003785506}}&lt;/ref&gt;
# ''Early start Denver Model (ESDM)&lt;sup&gt;21&lt;/sup&gt;'' 
#* A comprehensive early behavioral intervention for infants (as young as 12 months) to preschool- aged children with ASD, integrating applied behavior analysis (ABA) approaches with developmental and relationship-based approaches.&lt;ref name=&quot;Dawson&quot;&gt;{{cite journal|last1=Dawson|first1=G|last2=Rogers|first2=S|last3=Munson|first3=J|last4=Smith|first4=M|last5=Winter|first5=J|last6=Greenson|first6=J|last7=Donaldson|first7=A|last8=Varley|first8=J|title=Randomized, controlled trial of an intervention for toddlers with autism: the Early Start Denver Model.|journal=Pediatrics|date=January 2010|volume=125|issue=1|pages=e17-23|pmid=19948568}}&lt;/ref&gt;
# ''Developmental, Individual Differences, Relationship-Based Approach (DIR or “Floortime”)&lt;sup&gt;22&lt;/sup&gt;'' 
#*Objectives are to build healthy foundations for social, emotional, and intellectual capacities rather than focusing on skills and isolated behaviors.
# ''Treatment and Education of Autistic and Related Communication-Handicapped Children (TEACCH)&lt;sup&gt;24&lt;/sup&gt;'' 
#*Statewide, community based intervention program that emphasizes environmental organization and visual supports, individualization of goals, and the teaching of independence and developmental skills. 
#*Teaching strategies are taught within the natural environment and within context. Includes early intervention services through adulthood.&lt;ref&gt;{{cite journal|last1=Dawson|first1=G|last2=Osterling|first2=J|title=Early Intervention in Autism|journal=The Effectiveness of Early Intervention|date=1997|pages=307-326}}&lt;/ref&gt;
# ''Others (Treatments tackling symptoms not exclusive to ASD)'' 
#* Cognitive Behavioral Therapy (CBT)&lt;ref name=&quot;Kasari&quot;&gt;{{cite journal|last1=Kasari|first1=C|last2=Lawton|first2=K|title=New directions in behavioral treatment of autism spectrum disorders.|journal=Current opinion in neurology|date=April 2010|volume=23|issue=2|pages=137-43|pmid=20160648}}&lt;/ref&gt;
#*Occupational Therapy
#*Sensory Integration Therapy 
#*Speech Therapy 
#*Picture Exchange Communication System (PECS).&lt;ref&gt;{{cite book|last1=al.]|first1=Lynn Cannon ... [et|title=Unstuck and on target! : an executive function curriculum to improve flexibility for children with autism spectrum disorders|date=2011|publisher=Paul H. Brookes Pub. Co.|location=Baltimore|isbn=9781598572032|edition=Research}}&lt;/ref&gt;

'''Medication'''
* The data on other relevant diagnoses indicate that children and youth are frequently treated with medication under an ASD diagnosis, despite the fact that the target symptoms may be commonly associated with other mental disorders (ADHD, Anxiety, Depression, etc.). 
* Approximately 70% of children with ASD ages 8 and up receive some form of psychoactive medication. Before recommending medication as a form of treatment, consult a supervisor and a medical doctor.&lt;sup&gt;26,27&lt;/sup&gt;&lt;ref&gt;{{cite journal|last1=Mandell|first1=DS|last2=Morales|first2=KH|last3=Marcus|first3=SC|last4=Stahmer|first4=AC|last5=Doshi|first5=J|last6=Polsky|first6=DE|date=March 2008|title=Psychotropic medication use among Medicaid-enrolled children with autism spectrum disorders.|journal=Pediatrics|volume=121|issue=3|pages=e441-8|pmid=18310165}}&lt;/ref&gt;&lt;ref&gt;{{cite journal|last1=Oswald|first1=DP|last2=Sonenklar|first2=NA|date=June 2007|title=Medication use among children with autism spectrum disorders.|journal=Journal of child and adolescent psychopharmacology|volume=17|issue=3|pages=348-55|pmid=17630868}}&lt;/ref&gt;
{{collapse bottom}}

=='''External Resources'''==

#[http://apps.who.int/classifications/icd10/browse/2016/en#/F84.0 ICD-10 diagnostic criteria]
# [https://en.wikiversity.org/w/index.php?title=Helping_Give_Away_Psychological_Science/Resources/Annotated_List_of_Where_and_How_to_Find_a_Therapist&amp;wteswitched=1#Other_low-cost_options Find-a-Therapist] (a curated list of find-a-therapist websites where you can find a provider)
#[https://www.nimh.nih.gov/health/topics/autism-spectrum-disorders-asd/index.shtml NIMH] (information about schizophrenia)
#https://www.autismspeaks.org/what-autism/diagnosis/mchat Free online autism screen for toddlers
# OMIM (Online Mendelian Inheritance in Man)
##[https://www.omim.org/entry/209850?search=autism&amp;highlight=autism%20autistic 209850]
#[http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/autism/ Effective Child Therapy information on Autism Spectrum Disorder]
##Effective Child Therapy is website sponsored by Division 53 of the American Psychological Association (APA), or The [https://sccap53.org Society of Clinical Child and Adolescent Psychology] (SCCAP), in collaboration with the Association for Behavioral and Cognitive Therapies (ABCT). Use for information on symptoms and available treatments.

=='''References'''==
{{collapse top|Click here for references}}
{{Reflist|30em}}
# Centers for Disease Control and Prevention. (2012). Prevalence of autism spectrum disorders—Autism and Developmental Disabilities Monitoring Network, 14 Sites, United States, 2008. Morbidity and Mortality Weekly Report, 61 (3), 1–19. 
# Pedersen, A., Pettygrove, S., Meaney, F. J., Mancilla, K., Gotschall, K., Kessler, D. B., ... &amp; Cunniff, C. (2012). Prevalence of autism spectrum disorders in Hispanic and non-Hispanic white children. Pediatrics, 129(3), e629-e635.
# Charman, T., Baird, G., Simonoff, E., Loucas, T., Chandler, S., Meldrum, D., &amp; Pickles, A. (2007). Efficacy of three screening instruments in the identification of autistic-spectrum disorders. The British Journal of Psychiatry, 191(6), 554-559.
# Constantino, J.N., Davis, S.A., Todd, R.D., Schindler, M.K., Gross, M.M., Brophy, S.L., et al. Validation of a brief quantitative measure of autistic traits: comparison of the social responsiveness scale with the autism diagnostic interview-revised. J Autism Dev Disord. 2003 Aug;33(4):427-33. 
# Gotham, K., Pickles, A., &amp; Lord, C. (2009). Standardizing ADOS scores for a measure of severity in autism spectrum disorders. Journal of autism and developmental disorders, 39(5), 693-705.
# Robins, D. L., Fein, D., Barton, M. L., &amp; Green, J. A. (2001). The Modified Checklist for Autism in Toddlers: an initial study investigating the early detection of autism and pervasive developmental disorders. Journal of autism and developmental disorders, 31(2), 131-144.
# Fombonne, E. (2009). Epidemiology of pervasive developmental disorders.Pediatric research, 65(6), 591-598.
# Constantino, J. N., Zhang, Y., Frazier, T., Abbacchi, A. M., &amp; Law, P. (2010). Sibling recurrence and the genetic epidemiology of autism. The American journal of psychiatry, 167(11), 1349.
# Durkin, M. S., Maenner, M. J., Meaney, F. J., Levy, S. E., DiGuiseppi, C., Nicholas, J. S., ... &amp; Schieve, L. A. (2010). Socioeconomic inequality in the prevalence of autism spectrum disorder: evidence from a US cross-sectional study. PLoS One, 5(7), e11551.
# Humphreys, B. P. (2010). Infants and Toddlers with Autism Spectrum Disorders: Early Identification and Early Intervention. Journal of Early Intervention, 32(75), 75-98.
# Bastiaansen, J. A., Meffert, H. Hein, S. Huizinga, P. Ketelaars, C. Pijnenborg, M. ,... de Bildt, A. 2011). Diagnosing autism spectrum disorders in adults: The use of Autism Diagnostic Observation Schedule (ADOS) Module 4 Journal of Autism and Developmental Disorders, 41, 1256–1266
# Kamp-Becker, I., Ghahreman, M., Heinzel-Gutenbrunner, M., Peters, M., Remschmidt, H., &amp; Becker, K. (2013). Evaluation of the revised algorithm of Autism Diagnostic Observation Schedule (ADOS) in the diagnostic investigation of high-functioning children and adolescents with autism spectrum disorders. Autism, 17(1), 87-102.
# Hus, V., &amp; Lord, C. (2013). Effects of child characteristics on the Autism Diagnostic Interview-Revised: Implications for use of scores as a measure of ASD severity. Journal of autism and developmental disorders, 43(2), 371-381.
# Coplan, J., &amp; Jawad, A. F. (2005). Modeling clinical outcome of children with autistic spectrum disorders. Pediatrics, 116(1), 117-122. 
# Chlebowski, C., Green, J. A., Barton, M. L., &amp; Fein, D. (2010). Using the childhood autism rating scale to diagnose autism spectrum disorders. Journal of autism and developmental disorders, 40(7), 787-799.
# Saulnier, C. A., &amp; Klin, A. (2007). Brief report: social and communication abilities and disabilities in higher functioning individuals with autism and Asperger syndrome. Journal of Autism and Developmental Disorders, 37(4), 788-793
# Fenton, G., D’ardia, C., Valente, D., Del Vecchio, I., Fabrizi, A., &amp; Bernabei, P. (2003). Vineland adaptive behavior profiles in children with autism and moderate to severe developmental delay. Autism, 7(3), 269-287.
# Oakland, T., &amp; Harrison, P. L. (Eds.). (2011). Adaptive behavior assessment system-ii: clinical use and interpretation. Academic Press.
# Peters-Scheffer, N., Didden, R., Korzilius, H., &amp; Sturmey, P. (2011). A meta-analytic study on the effectiveness of comprehensive ABA-based early intervention programs for children with Autism Spectrum Disorders. Research in Autism Spectrum Disorders, 5(1), 60-69.
# Dawson, G., Rogers, S., Munson, J., Smith, M., Winter, J., Greenson, J., ... &amp; Varley, J. (2010). Randomized, controlled trial of an intervention for toddlers with autism: the Early Start Denver Model. Pediatrics, 125(1), e17-e23.
# Wieder, S., &amp; Greenspan, S. I. (2003). Climbing the symbolic ladder in the DIR model through floor time/interactive play. Autism, 7(4), 425-435.
# Odom, S. L., Collet-Klingenberg, L., Rogers, S. J., &amp; Hatton, D. D. (2010). Evidence-based practices in interventions for children and youth with autism spectrum disorders. Preventing school failure: Alternative education for children and youth, 54(4), 275-282
# Dawson, G., &amp; Osterling, J. (1997). Early intervention in autism. The effectiveness of early intervention, 307-326.
# Kasari, C., &amp; Lawton, K. (2010). New directions in behavioral treatment of autism spectrum disorders. Current Opinion in Neurology, 23(2), 137-143.
# Mandell, D. S., Morales, K. H., Marcus, S. C., Stahmer, A. C., Doshi, J., &amp; Polsky, D. E. (2008). Psychotropic medication use among Medicaid-enrolled children with autism spectrum disorders. Pediatrics, 121(3), e441-e448.
# Oswald, D. P., &amp; Sonenklar, N. A. (2007). Medication use among children with autism spectrum disorders. Journal of child and adolescent psychopharmacology, 17(3), 348-355.
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==[[Evidence based assessment/Portfolio template/What is a &quot;portfolio&quot;|'''What is a &quot;portfolio&quot;?''']]==
For background information on what assessment portfolios are, click the link in the heading above.

Want even 'more' information about this topic? There's an extended version of this page [[Evidence-based assessment/Autism spectrum disorder (assessment portfolio)/extended version|here]].

== [[Evidence based assessment/Preparation phase|'''Preparation phase''']] ==
=== Diagnostic criteria for autism spectrum disorder===

{{blockquotetop}}
&lt;big&gt;'''ICD-11 Diagnostic Criteria''':&lt;/big&gt;

Autism spectrum disorder is characterized by persistent deficits in the ability to initiate and to sustain reciprocal social interaction and social communication, and by a range of restricted, repetitive, and inflexible patterns of behaviour and interests. The onset of the disorder occurs during the developmental period, typically in early childhood, but symptoms may not become fully manifest until later, when social demands exceed limited capacities. Deficits are sufficiently severe to cause impairment in personal, family, social, educational, occupational or other important areas of functioning and are usually a pervasive feature of the individual’s functioning observable in all settings, although they may vary according to social, educational, or other context. Individuals along the spectrum exhibit a full range of intellectual functioning and language abilities.

Note: The ICD-11 contains seven subcategories of ASD that can be found in the ICD-11, [https://icd.who.int/browse11/l-m/en#/http%3a%2f%2fid.who.int%2ficd%2fentity%2f120443468 here].

&lt;big&gt;'''ASD encompasses these previous DSM-IV diagnoses''':&lt;/big&gt;

*Autistic disorder (autism) 
*Asperger’s disorder
*Childhood disintegrative disorder
*Pervasive developmental disorder not otherwise specified

'''&lt;big&gt;ASD is characterized by:&lt;/big&gt;'''
# deficits in social communication and social interaction and 
# restricted repetitive behaviors, interests, and activities (RRBs). 
Because both components are required for diagnosis of ASD, social communication disorder is diagnosed if no RRBs are present.

'''&lt;big&gt;Changes in DSM-5 Criteria&lt;/big&gt;'''

* The diagnostic criteria for ASD changed from [[DSM-IV]] to [[wikipedia:Diagnostic_and_Statistical_Manual_of_Mental_Disorders#DSM-IV-TR_.282000.29|DSM-5]]. Summaries are available [http://www.dsm5.org/Documents/changes%20from%20dsm-iv-tr%20to%20dsm-5.pdf here] and [[wikipedia:DSM-5|here]].

{{blockquotebottom}}


===Base rates of ASD in children and adolescents in different populations and clinical settings=== 
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
|-
! Demography
! Setting (Reference)
! Base Rate
! Diagnostic Method
|-
| 11 ADDM sites
| Autism and Developmental Disabilities Monitoring (ADDM) Network (2014) - 8 year olds ***
| 1.5% (1 per 68)
| Diagnosis by doctor based on DSM-IV-TR criteria
|-
| Epidemiological: 43,283 household surveys 
| National Health Statistics Report (NHIS; 2014), 3-17 year olds&lt;ref&gt;{{cite journal|last1=Zablotsky|first1=B|last2=Black|first2=LI|last3=Maenner|first3=MJ|last4=Schieve|first4=LA|last5=Blumberg|first5=SJ|title=Estimated Prevalence of Autism and Other Developmental Disabilities Following Questionnaire Changes in the 2014 National Health Interview Survey.|journal=National health statistics reports|date=13 November 2015|issue=87|pages=1-20|pmid=26632847}}&lt;/ref&gt;
| 2.2% (1 per 45)
| DSM-IV-TR 
|-
| 11 ADDM sites: Male/Female Ratio
| The Autism and Developmental Disabilities Monitoring (ADDM) Network (2014) – 8 year olds
| 1 in 42 boys (2.4%), 1 in 189 girls (.05%)
| DSM-IV-TR
|-
| Came from family registry for those who had children under 18 years old in United States
| Interactive Autism Network (IAN): Individual Sibling Recurrence&lt;ref&gt;{{cite journal|last1=Constantino|first1=JN|last2=Zhang|first2=Y|last3=Frazier|first3=T|last4=Abbacchi|first4=AM|last5=Law|first5=P|title=Sibling recurrence and the genetic epidemiology of autism.|journal=The American journal of psychiatry|date=November 2010|volume=167|issue=11|pages=1349-56|pmid=20889652}}&lt;/ref&gt;
| ASD status occurred in an additional child in 10.9% of families
| DSM-IV-TR
|-
| 11 ADDM sites (Race/ethnicity study)
| The Autism and Developmental Disabilities Monitoring (ADDM) Network (2014) – 8 year olds

Race/Ethnicity:

* Non-Hispanic White
* Non-Hispanic Black
* Hispanic
* Asian
|
* '''Non-Hispanic White:''' 1 in 63 (1.6%)
* '''Non-Hispanic Black:''' 1 in 81 (1.2%)
* '''Hispanic:''' 1 in 91 (1.1%)
* '''Asian:''' 1 in 81 (1.2%)
| DSM-IV-TR
|-
| 
| style=&quot;text-align:left&quot; | The Autism and Developmental Disabilities Monitoring (ADDM) Network (2010) – 8 year olds &lt;br&gt; 
:Race/Ethnicity&lt;br&gt;  
::- Non-Hispanic White&lt;br&gt; - Non-Hispanic Black&lt;br&gt; - Hispanic&lt;br&gt; - Asian&lt;br&gt; - Other
| style=&quot;text-align:left&quot; | &lt;br&gt;&lt;br&gt; &lt;br&gt;60.3%&lt;br&gt;15.7%&lt;br&gt;17.2%&lt;br&gt;3.3%&lt;br&gt;3.5%
| DSM-IV-TR
|-
| Male/Female Ratio
| Epidemiological study: Review of 43 studies&lt;ref&gt;{{Cite journal|last=Kogan|first=M. D.|last2=Blumberg|first2=S. J.|last3=Schieve|first3=L. A.|last4=Boyle|first4=C. A.|last5=Perrin|first5=J. M.|last6=Ghandour|first6=R. M.|last7=Singh|first7=G. K.|last8=Strickland|first8=B. B.|last9=Trevathan|first9=E.|date=2009-11-01|title=Prevalence of Parent-Reported Diagnosis of Autism Spectrum Disorder Among Children in the US, 2007|url=http://pediatrics.aappublications.org/cgi/doi/10.1542/peds.2009-1522|journal=PEDIATRICS|language=en|volume=124|issue=5|pages=1395–1403|doi=10.1542/peds.2009-1522|issn=0031-4005}}&lt;/ref&gt;
| 4.2% (4.2 male:1 female)
| DSM-IV/Rating Scales/Clinical
|}

==[[Evidence based assessment/Prediction phase|'''Prediction phase''']]==

=== Psychometric properties of screening instruments for autism spectrum disorder ===
The following section contains a list of screening and diagnostic instruments for autism. The section includes administration information, psychometric data, and PDFs or links to the screenings. 
* Screenings are used as part of the [[Evidence based assessment/Prediction phase|prediction phase]] of assessment; for more information on interpretation of this data, or how screenings fit in to the assessment process, click [[Evidence based assessment/Prediction phase|here.]]

* '''''For a list of more broadly reaching screening instruments, [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prediction_phase&amp;wteswitched=1#Common_screening_instruments click here.]''''' 

{| class=&quot;wikitable sortable&quot;
|-
! Measure (Wikipedia Link) 
!Format (Reporter)
!Age Range
!Administration/
Completion Time
!Where to Access
|-
|[[Evidence based assessment/Instruments/Modified checklist for autism in toddlers|Modified Checklist for Autism in Toddlers (M-CHAT)]]
|Questionnaire (Parent report)
|18-30 months
|5-10 minutes
|
* [https://mfr.osf.io/render?url=https://osf.io/utmxg/?action=download%26mode=render Free printable PDF MCHAT]
*[https://www.autismspeaks.org/screen-your-child Free Online MCHAT]
|-
|[[wikipedia:Autism-spectrum_quotient|Autism Spectrum Quotient (AQ)]]
|Questionnaire
|16 years and up
|10-15 minutes
|
* [https://psychology-tools.com/autism-spectrum-quotient/ Online version with scoring] 
* [https://mfr.osf.io/render?url=https://osf.io/4xu3y/?action=download%26mode=render AQ free printable PDF]
* [https://mfr.osf.io/render?url=https://osf.io/fqsxm/?action=download%26mode=render Printable scoring guide]
|-
|[[wikipedia:Autism_Diagnostic_Observation_Schedule|Autism Diagnostic Observation Schedule (ADOS)]]
|Direct Testing
|2 years-adult 
|30-50 minutes
|Not free
|-
|[[wikipedia:Autism_Diagnostic_Interview|Autism Diagnostic Interview-Revised (ADI-R)]]
|Questionnaire
|18 months-adult
|90-150 minutes
|Not free
|-
|[[wikipedia:Childhood_Autism_Rating_Scale|Childhood Autism Rating Scale (CARS)]]
|Observation
|2 years-adult
|5-10 minutes
|Not free
|-
|}

=== Likelihood ratios and AUCs of screening measures for ASD ===

* For a list of the likelihood ratios for more broadly reaching screening instruments, [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prediction_phase&amp;wteswitched=1#Likelihood_ratios_and_AUCs_of_common_screening_instruments '''click here.'''] 

{| class=&quot;wikitable sortable&quot;
!Screening Measure (Primary Reference)
!AUC (sample size)
!DLR+ (score)
!DLR- (score)
!Clinical Generalizability
!Where to Access
|-
|Modified Checklist for Autism in Toddlers (M-CHAT)
|
|
|
|
|
|-
|[[wikipedia:Autism-spectrum_quotient|Autism Spectrum Quotient (AQ)]]
|
|
|
|
|
|-
|[[wikipedia:Autism_Diagnostic_Observation_Schedule|Autism Diagnostic Observation Schedule (ADOS)]]
|
|
|
|
|
|-
|[[wikipedia:Autism_Diagnostic_Interview|Autism Diagnostic Interview-Revised (ADI-R)]]
|
|
|
|
|
|-
|[[wikipedia:Childhood_Autism_Rating_Scale|Childhood Autism Rating Scale (CARS)]]
|
|
|
|
|
|}

=== Interpreting autism screening measure scores ===
* For information on interpreting screening measure scores, [[Evidence based assessment/Prediction phase#Interpreting screening measure scores|'''click here.''']]

==[[Evidence based assessment/Prescription phase|'''Prescription phase''']]==
===Gold standard diagnostic interviews===

* For a list of broad reaching diagnostic interviews sortable by disorder with PDFs (if applicable), [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prescription_phase&amp;wteswitched=1#Common_Diagnostic_Interviews '''click here.''']

===Recommended diagnostic interviews for autism spectrum disorder===
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
! colspan=&quot;4&quot; |Diagnostic instruments for ASD
|- Format (Reporter)
!Measure
!Age Range
!Administration/
Completion Time
!Where to Access
|-
|Autism Diagnostic Observation Schedule, Second Edition (ADOS-2)
|
|
|
|-
|Autism Diagnostic Interview, Revised (ADI-R)
|18 months-adult
| 90-150 minutes
|
|-
|Vineland Adaptive Behavior Scales-Second edition (VABS-II)
|Birth-18 years
|20-60 minutes
|
|-
|Adaptive Behavior Assessment System, Second Edition (ABAS-II)
|
|
|
|}'''Note:''' '''L''' = Less than adequate; '''A''' = Adequate; &lt;b&gt;G&lt;/b&gt; = Good; '''E''' = Excellent; '''U''' = Unavailable; '''NA''' = Not applicable
{{collapse top|Click here for more information on the above interviews}}
'''A. Autism Diagnostic Observation Schedule, Second Edition (ADOS-2)''' -- &amp;nbsp;The ADOS-2 is a semi-structured, play-based assessment of social and communicative behaviors indicative of autism. There are several different modules that can be used based off of the individual’s speech/communication level. Training is necessary to conduct the ADOS-2.

'''B. Autism Diagnostic Interview, Revised (ADI-R) --'''&amp;nbsp;The ADI-R is a caregiver interview that helps to provide a developmental history (ages 4-5) and current functioning level of restricted and repetitive behaviors and social impairment. Training is necessary to conduct the ADI-R.  Due to the homogeneity of the population, there are many other process measures that can be used in autism assessments. Clinical judgment is recommended when deciding what additional measures should be included (e.g. executive functioning, sensory processing, cognitive flexibility, motor functioning, comorbidity). The two measures provided below are commonly used to assess adaptive behaviors (including communication and socialization, core deficits in ASD) and may provide important information regarding levels of daily functioning of individuals with ASD.'''.''' 

'''C. Vineland Adaptive Behavior Scales-Second edition (VABS-II)'''&amp;nbsp;– Parent report recommended with careful attention paid to the Daily Living domain. More commonly used with children.

'''D. Adaptive Behavior Assessment System, Second Edition (ABAS-II)'''&amp;nbsp;– Parent report recommended with special attention to the Global Adaptive Composite (GAC). More commonly used with adults.
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===[[Evidence based assessment/Process phase|'''Process phase''']]===
The following section contains a brief overview of treatment options for autism and list of process and outcome measures for autism. The section includes benchmarks based on published norms for several outcome and severity measures, as well as information about commonly used process measures. Process and outcome measures are used as part of the [[Evidence based assessment/Process phase|process phase]] of assessment. For more information of differences between process and outcome measures, see the page on the [[Evidence based assessment/Process phase|process phase of assessment]].

=== Process measures ===
The following section contains a list of process and outcome measures for autism. The section includes benchmarks based on published norms and on those on the spectrum samples for several outcome and severity measures, as well as information about commonly used process measures. Process and outcome measures are used as part of the [[Evidence based assessment/Process phase|process phase]] of assessment. For more information of differences between process and outcome measures, see the page on the [[Evidence based assessment/Process phase|process phase of assessment]]. 
{{blockquotetop}}
There are many processes that may be considered important when evaluating a child or an adolescent with ASD; however, due to the diversity of the population and symptom expression, there are too many to narrow down. Clinical judgment is recommended when deciding what additional measures should be included (e.g. executive functioning, sensory processing, cognitive flexibility). The two measures provided below are commonly used to assess adaptive behaviors (including communication and socialization, core deficits in ASD) and may provide important information regarding levels of daily functioning of individuals with ASD.
{{blockquotebottom}}
=== Outcome and severity measures ===
This table includes clinically significant benchmarks for autism specific outcome measures
* Information on how to interpret this table can be [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Process_phase found here].
* Additionally, these [[Evidence based assessment/Vignettes|vignettes]] might be helpful resources for understanding appropriate adaptation of outcome measures in practice.
*''&lt;u&gt;For clinically significant change benchmarks for the CBCL, YSR, and TRF total, externalizing, internalizing, and attention benchmarks,&lt;/u&gt;'' [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Process_phase&amp;wteswitched=1#Clinically_significant_change_benchmarks_for_widely-used_outcome_measures see here.]

{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
! colspan=&quot;8&quot; |'''&lt;u&gt;&lt;big&gt;Clinically significant change benchmarks for ASD outcome measures&lt;/big&gt;&lt;/u&gt;'''
|-
| colspan=&quot;8&quot; style=&quot;font-size:110%; text-align:center;&quot; span | &lt;b&gt; &lt;small&gt;Benchmarks Based on Published Norms&lt;/small&gt; &lt;/b&gt;
|-
| rowspan=&quot;2&quot; style=&quot;text-align:center;font-size:130%;&quot; | &lt;b&gt; Measure&lt;/b&gt;
| rowspan=&quot;2&quot; style=&quot;text-align:center;font-size:130%;&quot; |&lt;b&gt;Subscale&lt;/b&gt;
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:130%&quot; width=&quot;300&quot; |&lt;b&gt; Cut-off scores&lt;/b&gt;
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:120%&quot; |&lt;b&gt; Critical Change &lt;br&gt; (unstandardized scores)&lt;/b&gt;
|-
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; A&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; B&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; C&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; 95%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; 90%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; SE&lt;sub&gt;difference&lt;/sub&gt;&lt;/b&gt;
|-
| rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; |  '''CBCL T-scores &lt;br&gt; (2001 Norms)'''
| style=&quot;text-align:right;&quot; | &lt;i&gt; Total&lt;/i&gt;
| style=&quot;text-align:center;&quot;| 49
| style=&quot;text-align:center;&quot;| 70
| style=&quot;text-align:center;&quot;| 58
| style=&quot;text-align:center;&quot;| 5
| style=&quot;text-align:center;&quot;| 4
| style=&quot;text-align:center;&quot;| 2.4
|-
| rowspan=&quot;6&quot; style=&quot;text-align:center;&quot; |  '''Autism Diagnostic Observation Schedule &lt;br&gt; - Generic (ADOS-G)&lt;sup&gt;6,12&lt;/sup&gt;'''
|style=&quot;text-align:right;&quot;|''Module 1 Social Affect Total''
|style=&quot;text-align:center;&quot;|8.1
|style=&quot;text-align:center;&quot;|12.5
|style=&quot;text-align:center;&quot;|10.2
|style=&quot;text-align:center;&quot;|2.3
|style=&quot;text-align:center;&quot;|1.9
|style=&quot;text-align:center;&quot;|1.1
|-
|style=&quot;text-align:right;&quot;|''Module 1 RR Total''
|style=&quot;text-align:center;&quot;|0.4
|style=&quot;text-align:center;&quot;|4.4
|style=&quot;text-align:center;&quot;|2.7
|style=&quot;text-align:center;&quot;|1.1
|style=&quot;text-align:center;&quot;|0.9
|style=&quot;text-align:center;&quot;|0.5
|-
|style=&quot;text-align:right;&quot;|''Module 2 Social Affect Total'' 
|style=&quot;text-align:center;&quot;|7.7
|style=&quot;text-align:center;&quot;|10.4
|style=&quot;text-align:center;&quot;|9.1
|style=&quot;text-align:center;&quot;|2.0
|style=&quot;text-align:center;&quot;|1.7
|style=&quot;text-align:center;&quot;|1.0
|-
|style=&quot;text-align:right;&quot;|''Module 2 RR Total''
|style=&quot;text-align:center;&quot;|1.2
|style=&quot;text-align:center;&quot;|4.9
|style=&quot;text-align:center;&quot;|3.2
|style=&quot;text-align:center;&quot;|1.1
|style=&quot;text-align:center;&quot;|0.9
|style=&quot;text-align:center;&quot;|0.6
|-
|style=&quot;text-align:right;&quot;|''Module 3 Social Affect Total''
|style=&quot;text-align:center;&quot;|3.7
|style=&quot;text-align:center;&quot;|9.8
|style=&quot;text-align:center;&quot;|7.1
|style=&quot;text-align:center;&quot;|2.1
|style=&quot;text-align:center;&quot;|1.8
|style=&quot;text-align:center;&quot;|1.1
|-
|style=&quot;text-align:right;&quot;|''Module 3 RR Total''
|style=&quot;text-align:center;&quot;|&lt;nowiki&gt;-0.4*&lt;/nowiki&gt;
|style=&quot;text-align:center;&quot;|3.3
|style=&quot;text-align:center;&quot;|1.9
|style=&quot;text-align:center;&quot;|0.9
|style=&quot;text-align:center;&quot;|0.8
|style=&quot;text-align:center;&quot;|0.5
|-
|style=&quot;text-align:center;&quot;|'''Childhood Autism Rating Scale (CARS)&lt;ref&gt;{{cite journal|last1=Coplan|first1=J|last2=Jawad|first2=AF|date=July 2005|title=Modeling clinical outcome of children with autistic spectrum disorders.|journal=Pediatrics|volume=116|issue=1|pages=117-22|pmid=15995041}}&lt;/ref&gt;&lt;ref name=&quot;:0&quot;&gt;{{cite journal|last1=Chlebowski|first1=C|last2=Green|first2=JA|last3=Barton|first3=ML|last4=Fein|first4=D|date=July 2010|title=Using the childhood autism rating scale to diagnose autism spectrum disorders.|journal=Journal of autism and developmental disorders|volume=40|issue=7|pages=787-99|pmid=20054630}}&lt;/ref&gt;'''
|style=&quot;text-align:right;&quot;|''Parent Total''
|style=&quot;text-align:center;&quot;|23.0
|style=&quot;text-align:center;&quot;|18.0
|style=&quot;text-align:center;&quot;|18.6
|style=&quot;text-align:center;&quot;|1.6
|style=&quot;text-align:center;&quot;|1.4
|style=&quot;text-align:center;&quot;|0.8
|-
|style=&quot;text-align:center;&quot;|'''Social Responsiveness Scale (SRS)'''&lt;ref name=&quot;:0&quot; /&gt;'''&lt;br&gt;Caregiver Report (Appendix B)'''
|style=&quot;text-align:right;&quot;|''Total''
|style=&quot;text-align:center;&quot;|72.7
|style=&quot;text-align:center;&quot;|62.8
|style=&quot;text-align:center;&quot;|66.8
|style=&quot;text-align:center;&quot;|11.3
|style=&quot;text-align:center;&quot;|9.5
|style=&quot;text-align:center;&quot;|5.8
|}

=== Treatment ===

* Please refer to the page on [[wikipedia:Autism_spectrum|Autism Spectrum Disorder]] for more information on available treatment or go to [http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/autism/ Effective Child Therapy]  for a curated resource on effective treatments for ASD.

{{collapse top| Click here for more information on '''''ASD treatment'''''}}
'''Behavior and Communication Approaches'''

# ''Applied Behavior Analysis (ABA)&lt;sup&gt;20&lt;/sup&gt;'' 
#*Method of teaching appropriate behaviors by breaking tasks down into small discrete steps and training in a systematic and precise way called discrete trial training (DTT). 
#*Based on the context that children with ASD have significant difficulties with learning, learning through imitation and listening as typical peer
# ''Early Intensive Behavioral Intervention (EIBI)&lt;sup&gt;20&lt;/sup&gt;'' 
#*Focuses on remediation of deficient language, imitation, pre-academics, self-help and social interaction skills broken down into discrete components, taught on a one-to-one basis in school and/or at home. 
#*Typically using discrete trial teaching, reinforcement, backward chaining, shaping, extinction, prompting and prompt fading. Parent involvement is essential.&lt;ref name=&quot;Peters-Scheffer&quot;&gt;{{cite journal|last1=Peters-Scheffer|first1=N|last2=Didden|first2=R|last3=Korzilius|first3=H|last4=Sturmey|first4=P|date=2011|title=A meta-analytic study on the effectiveness of comprehensive ABA-based early intervention programs for children with Autism Spectrum Disorders|journal=Research in Autism Spectrum Disorders|volume=5|issue=1|page=60-69}}&lt;/ref&gt;
# ''Pivotal Response Training (PRT)&lt;sup&gt;23&lt;/sup&gt;'' 
#*Derived from ABA, an approach that teaches the learner to seek out and respond to naturally occurring learning opportunities. 
#*Goals include the development of communication, language and positive social behaviors and relief from disruptive self-stimulatory behavior.&lt;ref&gt;{{cite journal|last1=Odom|first1=Samuel L.|last2=Collet-Klingenberg|first2=Lana|last3=Rogers|first3=Sally J.|last4=Hatton|first4=Deborah D.|title=Evidence-Based Practices in Interventions for Children and Youth with Autism Spectrum Disorders|journal=Preventing School Failure: Alternative Education for Children and Youth|date=19 May 2010|volume=54|issue=4|pages=275–282|doi=10.1080/10459881003785506}}&lt;/ref&gt;
# ''Early start Denver Model (ESDM)&lt;sup&gt;21&lt;/sup&gt;'' 
#* A comprehensive early behavioral intervention for infants (as young as 12 months) to preschool- aged children with ASD, integrating applied behavior analysis (ABA) approaches with developmental and relationship-based approaches.&lt;ref name=&quot;Dawson&quot;&gt;{{cite journal|last1=Dawson|first1=G|last2=Rogers|first2=S|last3=Munson|first3=J|last4=Smith|first4=M|last5=Winter|first5=J|last6=Greenson|first6=J|last7=Donaldson|first7=A|last8=Varley|first8=J|title=Randomized, controlled trial of an intervention for toddlers with autism: the Early Start Denver Model.|journal=Pediatrics|date=January 2010|volume=125|issue=1|pages=e17-23|pmid=19948568}}&lt;/ref&gt;
# ''Developmental, Individual Differences, Relationship-Based Approach (DIR or “Floortime”)&lt;sup&gt;22&lt;/sup&gt;'' 
#*Objectives are to build healthy foundations for social, emotional, and intellectual capacities rather than focusing on skills and isolated behaviors.
# ''Treatment and Education of Autistic and Related Communication-Handicapped Children (TEACCH)&lt;sup&gt;24&lt;/sup&gt;'' 
#*Statewide, community based intervention program that emphasizes environmental organization and visual supports, individualization of goals, and the teaching of independence and developmental skills. 
#*Teaching strategies are taught within the natural environment and within context. Includes early intervention services through adulthood.&lt;ref&gt;{{cite journal|last1=Dawson|first1=G|last2=Osterling|first2=J|title=Early Intervention in Autism|journal=The Effectiveness of Early Intervention|date=1997|pages=307-326}}&lt;/ref&gt;
# ''Others (Treatments tackling symptoms not exclusive to ASD)'' 
#* Cognitive Behavioral Therapy (CBT)&lt;ref name=&quot;Kasari&quot;&gt;{{cite journal|last1=Kasari|first1=C|last2=Lawton|first2=K|title=New directions in behavioral treatment of autism spectrum disorders.|journal=Current opinion in neurology|date=April 2010|volume=23|issue=2|pages=137-43|pmid=20160648}}&lt;/ref&gt;
#*Occupational Therapy
#*Sensory Integration Therapy 
#*Speech Therapy 
#*Picture Exchange Communication System (PECS).&lt;ref&gt;{{cite book|last1=al.]|first1=Lynn Cannon ... [et|title=Unstuck and on target! : an executive function curriculum to improve flexibility for children with autism spectrum disorders|date=2011|publisher=Paul H. Brookes Pub. Co.|location=Baltimore|isbn=9781598572032|edition=Research}}&lt;/ref&gt;

'''Medication'''
* The data on other relevant diagnoses indicate that children and youth are frequently treated with medication under an ASD diagnosis, despite the fact that the target symptoms may be commonly associated with other mental disorders (ADHD, Anxiety, Depression, etc.). 
* Approximately 70% of children with ASD ages 8 and up receive some form of psychoactive medication. Before recommending medication as a form of treatment, consult a supervisor and a medical doctor.&lt;sup&gt;26,27&lt;/sup&gt;&lt;ref&gt;{{cite journal|last1=Mandell|first1=DS|last2=Morales|first2=KH|last3=Marcus|first3=SC|last4=Stahmer|first4=AC|last5=Doshi|first5=J|last6=Polsky|first6=DE|date=March 2008|title=Psychotropic medication use among Medicaid-enrolled children with autism spectrum disorders.|journal=Pediatrics|volume=121|issue=3|pages=e441-8|pmid=18310165}}&lt;/ref&gt;&lt;ref&gt;{{cite journal|last1=Oswald|first1=DP|last2=Sonenklar|first2=NA|date=June 2007|title=Medication use among children with autism spectrum disorders.|journal=Journal of child and adolescent psychopharmacology|volume=17|issue=3|pages=348-55|pmid=17630868}}&lt;/ref&gt;
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=='''External Resources'''==

#[http://apps.who.int/classifications/icd10/browse/2016/en#/F84.0 ICD-10 diagnostic criteria]
# [https://en.wikiversity.org/w/index.php?title=Helping_Give_Away_Psychological_Science/Resources/Annotated_List_of_Where_and_How_to_Find_a_Therapist&amp;wteswitched=1#Other_low-cost_options Find-a-Therapist] (a curated list of find-a-therapist websites where you can find a provider)
#[https://www.nimh.nih.gov/health/topics/autism-spectrum-disorders-asd/index.shtml NIMH] (information about schizophrenia)
#https://www.autismspeaks.org/what-autism/diagnosis/mchat Free online autism screen for toddlers
# OMIM (Online Mendelian Inheritance in Man)
##[https://www.omim.org/entry/209850?search=autism&amp;highlight=autism%20autistic 209850]
#[http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/autism/ Effective Child Therapy information on Autism Spectrum Disorder]
##Effective Child Therapy is website sponsored by Division 53 of the American Psychological Association (APA), or The [https://sccap53.org Society of Clinical Child and Adolescent Psychology] (SCCAP), in collaboration with the Association for Behavioral and Cognitive Therapies (ABCT). Use for information on symptoms and available treatments.

=='''References'''==
{{collapse top|Click here for references}}
{{Reflist|30em}}
# Centers for Disease Control and Prevention. (2012). Prevalence of autism spectrum disorders—Autism and Developmental Disabilities Monitoring Network, 14 Sites, United States, 2008. Morbidity and Mortality Weekly Report, 61 (3), 1–19. 
# Pedersen, A., Pettygrove, S., Meaney, F. J., Mancilla, K., Gotschall, K., Kessler, D. B., ... &amp; Cunniff, C. (2012). Prevalence of autism spectrum disorders in Hispanic and non-Hispanic white children. Pediatrics, 129(3), e629-e635.
# Charman, T., Baird, G., Simonoff, E., Loucas, T., Chandler, S., Meldrum, D., &amp; Pickles, A. (2007). Efficacy of three screening instruments in the identification of autistic-spectrum disorders. The British Journal of Psychiatry, 191(6), 554-559.
# Constantino, J.N., Davis, S.A., Todd, R.D., Schindler, M.K., Gross, M.M., Brophy, S.L., et al. Validation of a brief quantitative measure of autistic traits: comparison of the social responsiveness scale with the autism diagnostic interview-revised. J Autism Dev Disord. 2003 Aug;33(4):427-33. 
# Gotham, K., Pickles, A., &amp; Lord, C. (2009). Standardizing ADOS scores for a measure of severity in autism spectrum disorders. Journal of autism and developmental disorders, 39(5), 693-705.
# Robins, D. L., Fein, D., Barton, M. L., &amp; Green, J. A. (2001). The Modified Checklist for Autism in Toddlers: an initial study investigating the early detection of autism and pervasive developmental disorders. Journal of autism and developmental disorders, 31(2), 131-144.
# Fombonne, E. (2009). Epidemiology of pervasive developmental disorders.Pediatric research, 65(6), 591-598.
# Constantino, J. N., Zhang, Y., Frazier, T., Abbacchi, A. M., &amp; Law, P. (2010). Sibling recurrence and the genetic epidemiology of autism. The American journal of psychiatry, 167(11), 1349.
# Durkin, M. S., Maenner, M. J., Meaney, F. J., Levy, S. E., DiGuiseppi, C., Nicholas, J. S., ... &amp; Schieve, L. A. (2010). Socioeconomic inequality in the prevalence of autism spectrum disorder: evidence from a US cross-sectional study. PLoS One, 5(7), e11551.
# Humphreys, B. P. (2010). Infants and Toddlers with Autism Spectrum Disorders: Early Identification and Early Intervention. Journal of Early Intervention, 32(75), 75-98.
# Bastiaansen, J. A., Meffert, H. Hein, S. Huizinga, P. Ketelaars, C. Pijnenborg, M. ,... de Bildt, A. 2011). Diagnosing autism spectrum disorders in adults: The use of Autism Diagnostic Observation Schedule (ADOS) Module 4 Journal of Autism and Developmental Disorders, 41, 1256–1266
# Kamp-Becker, I., Ghahreman, M., Heinzel-Gutenbrunner, M., Peters, M., Remschmidt, H., &amp; Becker, K. (2013). Evaluation of the revised algorithm of Autism Diagnostic Observation Schedule (ADOS) in the diagnostic investigation of high-functioning children and adolescents with autism spectrum disorders. Autism, 17(1), 87-102.
# Hus, V., &amp; Lord, C. (2013). Effects of child characteristics on the Autism Diagnostic Interview-Revised: Implications for use of scores as a measure of ASD severity. Journal of autism and developmental disorders, 43(2), 371-381.
# Coplan, J., &amp; Jawad, A. F. (2005). Modeling clinical outcome of children with autistic spectrum disorders. Pediatrics, 116(1), 117-122. 
# Chlebowski, C., Green, J. A., Barton, M. L., &amp; Fein, D. (2010). Using the childhood autism rating scale to diagnose autism spectrum disorders. Journal of autism and developmental disorders, 40(7), 787-799.
# Saulnier, C. A., &amp; Klin, A. (2007). Brief report: social and communication abilities and disabilities in higher functioning individuals with autism and Asperger syndrome. Journal of Autism and Developmental Disorders, 37(4), 788-793
# Fenton, G., D’ardia, C., Valente, D., Del Vecchio, I., Fabrizi, A., &amp; Bernabei, P. (2003). Vineland adaptive behavior profiles in children with autism and moderate to severe developmental delay. Autism, 7(3), 269-287.
# Oakland, T., &amp; Harrison, P. L. (Eds.). (2011). Adaptive behavior assessment system-ii: clinical use and interpretation. Academic Press.
# Peters-Scheffer, N., Didden, R., Korzilius, H., &amp; Sturmey, P. (2011). A meta-analytic study on the effectiveness of comprehensive ABA-based early intervention programs for children with Autism Spectrum Disorders. Research in Autism Spectrum Disorders, 5(1), 60-69.
# Dawson, G., Rogers, S., Munson, J., Smith, M., Winter, J., Greenson, J., ... &amp; Varley, J. (2010). Randomized, controlled trial of an intervention for toddlers with autism: the Early Start Denver Model. Pediatrics, 125(1), e17-e23.
# Wieder, S., &amp; Greenspan, S. I. (2003). Climbing the symbolic ladder in the DIR model through floor time/interactive play. Autism, 7(4), 425-435.
# Odom, S. L., Collet-Klingenberg, L., Rogers, S. J., &amp; Hatton, D. D. (2010). Evidence-based practices in interventions for children and youth with autism spectrum disorders. Preventing school failure: Alternative education for children and youth, 54(4), 275-282
# Dawson, G., &amp; Osterling, J. (1997). Early intervention in autism. The effectiveness of early intervention, 307-326.
# Kasari, C., &amp; Lawton, K. (2010). New directions in behavioral treatment of autism spectrum disorders. Current Opinion in Neurology, 23(2), 137-143.
# Mandell, D. S., Morales, K. H., Marcus, S. C., Stahmer, A. C., Doshi, J., &amp; Polsky, D. E. (2008). Psychotropic medication use among Medicaid-enrolled children with autism spectrum disorders. Pediatrics, 121(3), e441-e448.
# Oswald, D. P., &amp; Sonenklar, N. A. (2007). Medication use among children with autism spectrum disorders. Journal of child and adolescent psychopharmacology, 17(3), 348-355.
[[Category:Psychological disorder portfolios|{{SUBPAGENAME}}]]
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==[[Evidence based assessment/Portfolio template/What is a &quot;portfolio&quot;|'''What is a &quot;portfolio&quot;?''']]==
* For background information on what assessment portfolios are, click the link in the heading above.

Want even 'more' information about this topic? There's an extended version of this page [[Evidence-based assessment/Generalized anxiety disorder (assessment portfolio)/extended version|here]].

==[[Evidence based assessment/Preparation phase|'''Preparation phase''']]==
=== Diagnostic criteria for generalized anxiety disorder ===
{{blockquotetop}}

&lt;big&gt;'''ICD-11 Diagnostic Criteria&lt;ref&gt;https://icd.who.int/browse11/l-m/en#/http://id.who.int/icd/entity/1712535455&lt;/ref&gt;'''&lt;/big&gt;
*Generalised anxiety disorder is characterized by marked symptoms of anxiety that persist for at least several months, for more days than not, manifested by either general apprehension (i.e. ‘free-floating anxiety’) or excessive worry focused on multiple everyday events, most often concerning family, health, finances, and school or work, together with additional symptoms such as muscular tension or motor restlessness, sympathetic autonomic over-activity, subjective experience of nervousness, difficulty maintaining concentration, irritability, or sleep disturbance. The symptoms result in significant distress or significant impairment in personal, family, social, educational, occupational, or other important areas of functioning. The symptoms are not a manifestation of another health condition and are not due to the effects of a substance or medication on the central nervous system.

'''Changes in DSM-5'''

* The diagnostic criteria for generalized anxiety disorder changed slightly from DSM-IV-TR to DSM-5. Summaries are available [https://www.ncbi.nlm.nih.gov/books/NBK519712/table/ch3.t9/?report=objectonly here].

{{blockquotebottom}}


=== Base rates of GAD in different clinical settings ===
This section describes the demographic setting of the population(s) sampled, base rates of diagnosis, country/region sampled and the diagnostic method that was used. Using this information, clinicians will be able to anchor the rate of GAD that they are likely to see in their clinical practice.

* '''''To see prevalence rates across multiple disorders,''''' [[Evidence based assessment/Preparation phase#Base rates for transdiagnostic comparison|'''''click here.''''']] 

{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
|-
! Demography
! Setting
! Base Rate
! Diagnostic Method
|-
| Adults and adolescences in all of U.S.A.
| US National Comorbidity Survey Replication (NCS-R; age &gt; = 13) 
[https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4005415/pdf/nihms-571992.pdf (2012)]&lt;ref name=&quot;KesslerEtAl2012&quot; /&gt;
|0.9% (age 13-17)

2.9% (age 18-64)

1.2% (age &amp;gt;= 65)

2.0% (age &amp;gt;=13)
| Fully-structured Composite International Diagnostic Interview (CIDI Version 3.0)
|-
| Psychiatric outpatients
| Individuals seeking treatment in a Psychiatric Outpatient Clinic (age range not reported) 
([https://ajp.psychiatryonline.org/doi/pdf/10.1176/appi.ajp.162.10.1911 2014])&lt;ref name=&quot;ZimmermanEtAl2005&quot; /&gt;
|21%
| Structured Clinical Interview for DSM-IV (SCID)
|-
| Caucasian youth
| Children seeking treatment in a Child &amp;amp; Adolescent Anxiety Diagnostic Clinic (age 7 – 18 years old) 
([http://journals.sagepub.com/doi/pdf/10.1177/1073191110375792 2011])&lt;ref name=&quot;BrownJacobsenEtAl2011&quot; /&gt;
|0.39% (parent report)

0.38% (child report)
| Anxiety Disorders Interview Schedule for Children for DSM-IV
Spence Children's Anxiety Scale (SCAS)
|-
| Caucasian, African American, Asian American, and Hispanic population
| Collaborative Psychiatric Epidemiology Studies (CPES; age &amp;gt;= 18, data merged from three representative national database) 
([https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3135672/pdf/nihms281333.pdf 2011])&lt;ref&gt;{{Cite journal|last=McLean|first=Carmen P.|last2=Asnaani|first2=Anu|last3=Litz|first3=Brett T.|last4=Hofmann|first4=Stefan G.|date=2011-08-01|title=Gender differences in anxiety disorders: Prevalence, course of illness, comorbidity and burden of illness|url=https://www.sciencedirect.com/science/article/pii/S0022395611000458|journal=Journal of Psychiatric Research|language=en|volume=45|issue=8|pages=1027–1035|doi=10.1016/j.jpsychires.2011.03.006|issn=0022-3956|pmc=PMC3135672|pmid=21439576}}&lt;/ref&gt;
|4.1% (female)

2.1% (male)
| World Mental Health Survey Initiative Version of the World Health Organization Composite International Interview (WMH-CIDI)
|-
| Pennsylvania
| Metropolitan Community Sample, all individuals with eating disorders (ages 13 – 65) 
([https://ajp.psychiatryonline.org/doi/pdf/10.1176/appi.ajp.161.12.2215 2014])&lt;ref name=&quot;KayeEtAl2004&quot; /&gt;
|10%
| Structured Clinical Interview for DSM-IV (SCID)
|-
| Adolescents in all of U.S.A.
| National Comorbidity Survey Replication Adolescent Supplement (NCS-A; ages 3–18 in the continental U.S) 
([https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2946114/pdf/nihms214371.pdf 2011])&lt;ref name=&quot;MerikangasEtAl2010&quot; /&gt;
|2.2%
| World Health Organization Composite International Diagnostic Interview (WHO-CIDI)
|-
|Adolescents in all of U.S.A
|National Comorbidity Survey Replication Adolescent Supplement (NCS-A; ages 3–18 in the continental U.S)&lt;ref name=&quot;:3&quot;&gt;Kessler, R. C., Avenevoli, S., Costello, E. J., Georgiades, K., Green, J. G., Gruber, M. J., . . . Merikangas, K. R. (2012). Prevalence, persistence, and sociodemographic correlates of DSM-IV disorders in the National Comorbidity Survey Replication Adolescent Supplement. Archives of General Psychiatry, 69(4), 372-380. doi:10.1001/archgenpsychiatry.2011.160&lt;/ref&gt;
|5.4%
|Composite International Diagnostic Interview (CIDI)
|-
| North Carolina
| Rural community sample African American and White youth (ages 13-16) 
[https://www.ncbi.nlm.nih.gov/pubmed/12365876 (2002)]&lt;ref&gt;{{Cite journal|last=Angold|first=Adrian|last2=Erkanli|first2=Alaattin|last3=Farmer|first3=Elizabeth M. Z.|last4=Fairbank|first4=John A.|last5=Burns|first5=Barbara J.|last6=Keeler|first6=Gordon|last7=Costello|first7=E. Jane|date=October 2002|title=Psychiatric disorder, impairment, and service use in rural African American and white youth|url=https://www.ncbi.nlm.nih.gov/pubmed/12365876|journal=Archives of General Psychiatry|volume=59|issue=10|pages=893–901|issn=0003-990X|pmid=12365876}}&lt;/ref&gt;
|1.4%
| The Child and Adolescent Psychiatric Assessment (CAPA)
|-
| Texas
| Metropolitan Community Sample (ages 11-17) 
([https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2736593/pdf/nihms30019.pdf 2007])&lt;ref name=&quot;RobertsEtAl2007&quot; /&gt;
|0.4%
| Diagnostic Interview Schedule for Children, Version IV (DISC-IV)
|-
| Midwestern Urban
| Incarcerated adolescents (ages 10-18)&lt;ref&gt;{{Cite journal|last=ABRAM|first=KAREN M.|last2=CHOE|first2=JEANNE Y.|last3=WASHBURN|first3=JASON J.|last4=TEPLIN|first4=LINDA A.|last5=KING|first5=DEVON C.|last6=DULCAN|first6=MINA K.|title=Suicidal Ideation and Behaviors Among Youths in Juvenile Detention|url=http://linkinghub.elsevier.com/retrieve/pii/S0890856709623121|journal=Journal of the American Academy of Child &amp; Adolescent Psychiatry|volume=47|issue=3|pages=291–300|doi=10.1097/chi.0b013e318160b3ce}}&lt;/ref&gt; 
[http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&amp;ctx_enc=info%3Aofi%2Fenc%3AUTF-8&amp;rfr_id=info%3Asid%2Fsummon.serialssolutions.com&amp;rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&amp;rft.genre=article&amp;rft.atitle=Suicidal+Ideation+and+Behaviors+Among+Youths+in+Juvenile+Detention&amp;rft.jtitle=Journal+of+the+American+Academy+of+Child+%26+Adolescent+Psychiatry&amp;rft.au=ABRAM%2C+KAREN+M.%2C+Ph.D&amp;rft.au=CHOE%2C+JEANNE+Y.%2C+B.A&amp;rft.au=WASHBURN%2C+JASON+J.%2C+Ph.D.%2C+A.B.P.P&amp;rft.au=TEPLIN%2C+LINDA+A.%2C+Ph.D&amp;rft.date=2008&amp;rft.issn=0890-8567&amp;rft.eissn=1527-5418&amp;rft.volume=47&amp;rft.issue=3&amp;rft.spage=291&amp;rft.epage=300&amp;rft_id=info:doi/10.1097%2FCHI.0b013e318160b3ce&amp;rft.externalDocID=1_s2_0_S0890856709623121 (2002)]
|1%
| Diagnostic Interview Schedule for Children, Version IV (DISC-IV)
|-
|Non-institutionalized general US population
|LGBTQ sample (ages 20-65)&lt;ref&gt;{{Cite journal|last=Bostwick|first=Wendy B.|last2=Boyd|first2=Carol J.|last3=Hughes|first3=Tonda L.|last4=McCabe|first4=Sean Esteban|date=2010-3|title=Dimensions of Sexual Orientation and the Prevalence of Mood and Anxiety Disorders in the United States|url=https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2820045/|journal=American Journal of Public Health|volume=100|issue=3|pages=468–475|doi=10.2105/AJPH.2008.152942|issn=0090-0036|pmc=PMC2820045|pmid=19696380}}&lt;/ref&gt; [http://ajph.aphapublications.org/doi/10.2105/AJPH.2008.152942 (2013)]
|Women:
14.8% same-sex

22.5% bisexual

Men:

16.9% same-sex

11.5% bisexual
|The Alcohol Use Disorder and Associated Disabilities Interview Schedule-IV (AUDADIS-IV)
|-
|Non-institutionalized general US population
|Cross-ethnic American population (ages 18+)&lt;ref&gt;{{Cite journal|last=Asnaani|first=Anu|last2=Richey|first2=J. Anthony|last3=Dimaite|first3=Ruta|last4=Hinton|first4=Devon E.|last5=Hofmann|first5=Stefan G.|date=2010-8|title=A Cross-Ethnic Comparison of Lifetime Prevalence Rates of Anxiety Disorders|url=https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2931265/|journal=The Journal of nervous and mental disease|volume=198|issue=8|pages=551–555|doi=10.1097/NMD.0b013e3181ea169f|issn=0022-3018|pmc=PMC2931265|pmid=20699719}}&lt;/ref&gt; [https://journals.lww.com/jonmd/Abstract/2010/08000/A_Cross_Ethnic_Comparison_of_Lifetime_Prevalence.4.aspx (2018)]
|White 8.6%

African Americans 4.9%

Hispanic Americans 5.8%

Asian Americans 2.4%
|World Mental Health Survey Initiative Version of the World Health Organization Composite International Interview (WMH-CIDI)
|-
|Outpatient clinics worldwide
|Samples across multiple studies worldwide (all ages)&lt;ref name=&quot;:12&quot;&gt;{{Cite journal|last=Rettew|first=David C.|last2=Lynch|first2=Alicia Doyle|last3=Achenbach|first3=Thomas M.|last4=Dumenci|first4=Levent|last5=Ivanova|first5=Masha Y.|date=2009-09|title=Meta-analyses of agreement between diagnoses made from clinical evaluations and standardized diagnostic interviews|url=http://dx.doi.org/10.1002/mpr.289|journal=International Journal of Methods in Psychiatric Research|language=en|volume=18|issue=3|pages=169–184|doi=10.1002/mpr.289|issn=1049-8931}}&lt;/ref&gt;
|5%
|Clinical evaluations
|-
|Outpatient clinic worldwide
|Samples across multiple studies worldwide (all ages)&lt;ref name=&quot;:12&quot; /&gt;
|10%
|Standardized Diagnostic Interviews (SDIs)
|}

'''Search terms:''' [General Anxiety Disorder] AND [youth OR adolescents OR pediatric] AND [prevalence OR incidence] in GoogleScholar and PsycINFO

== [[Evidence based assessment/Prediction phase|'''Prediction phase''']] ==

=== Psychometric properties of screening instruments for GAD ===
The following section contains a list of screening and diagnostic instruments for generalized anxiety disorder. The section includes administration information, psychometric data, and PDFs or links to the screenings. 
* Screenings are used as part of the [[Evidence based assessment/Prediction phase|prediction phase]] of assessment; for more information on interpretation of this data, or how screenings fit in to the assessment process, click [[Evidence based assessment/Prediction phase|here]]. 
* '''''For a list of more broadly reaching screening instruments, [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prediction_phase&amp;wteswitched=1#Psychometric_properties_of_common_screening_instruments click here.]'''''

{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
! colspan=&quot;5&quot; |Screening measures for GAD
|-
! Measure
! Format (Reporter)
! Age Range
! Administration/
Completion Time
! style=&quot;width:12em&quot; | Where to Access 
|-
| Penn State Worry Questionnaire (PSWQ)&lt;ref name=&quot;:0&quot;&gt;{{Cite book|url=https://www.worldcat.org/oclc/314222270|title=A guide to assessments that work|date=2008|publisher=Oxford University Press|author=Hunsley, John |author2=Mash, Eric J.|isbn=9780195310641|location=New York|oclc=314222270}}&lt;/ref&gt;
| Questionnaire (Adult Version, Child Version)
| 18+ (Adult Version), 6-18 (Child Version)
| 4 minutes
|[http://www.midss.org/content/penn-state-worry-questionnaire-pswq PSWQ homepage]

[https://mfr.osf.io/render?url=https://osf.io/s7p38/?action=download%26mode=render PSWQ Adult Version]

[https://mfr.osf.io/render?url=https://osf.io/6q8y9/?action=download%26mode=render PSWQ Child Version]

[https://mfr.osf.io/render?url=https://osf.io/gx5sr/?action=download%26mode=render PSWC-C Korean]

[https://mfr.osf.io/render?url=https://osf.io/hc6n2/?action=download%26mode=render PSWQ-C Danish]

[https://mfr.osf.io/render?url=https://osf.io/fwbes/?action=download%26mode=render Scoring the PSWQ-C]
|-
|[[wikipedia:Screen_for_child_anxiety_related_disorders|Screen for Child Anxiety Related Emotional Disorder (SCARED)]]&lt;ref name=&quot;:0&quot; /&gt;
| Questionnaire (Child, Parent)
| 8-19
| 9 or 16 minutes
|[http://www.midss.org/content/screen-child-anxiety-related-disorders-scared SCARED] homepage

[[wikipedia:Screen_for_child_anxiety_related_disorders#PDFs_and_automated_scoring_for_SCARED|SCARED English + Translations &amp; Automatic Scoring]]
|-
|Child Behavior Checklist (CBCL)&lt;ref name=&quot;:0&quot; /&gt;
|Questionnaire (Parent report)
|6-18
|10 minutes
|[https://aseba.org/ ASEBA homepage][https://store.aseba.org/ Purchase]
|}

=== Likelihood ratios and AUCs of screening instruments for GAD ===
* '''''For a list of the likelihood ratios for more broadly reaching screening instruments, [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prediction_phase&amp;wteswitched=1#Likelihood_ratios_and_AUCs_of_common_screening_instruments click here.]''''' 
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
! Screening Measure (Primary Reference)
! Area Under Curve (AUC)
! LR+ (Score)
! LR- (Score)
! Clinical Generalizability
!Where to Access
|-
| Penn State Worry Questionnaire (PSWQ)&lt;ref name=&quot;:2&quot;&gt;{{Cite journal|last=Fresco|first=David M.|last2=Mennin|first2=Douglas S.|last3=Heimberg|first3=Richard G.|last4=Turk|first4=Cynthia L.|title=Using the Penn State Worry Questionnaire to identify individuals with generalized anxiety disorder: a receiver operating characteristic analysis|url=http://linkinghub.elsevier.com/retrieve/pii/S0005791603000569|journal=Journal of Behavior Therapy and Experimental Psychiatry|volume=34|issue=3-4|pages=283–291|doi=10.1016/j.jbtep.2003.09.001}}&lt;/ref&gt;
| 0.74
(N=164)
| 1.8 (65+)
| 0.5 (&lt; 65)
| Generalized Anxiety Disorder vs. social anxiety disorder, adults presenting to specialty anxiety clinic
|[https://mfr.osf.io/render?url=https://osf.io/s7p38/?action=download%26mode=render PSWQ Adult Version]

[https://mfr.osf.io/render?url=https://osf.io/6q8y9/?action=download%26mode=render PSWQ Child Version]
|-
| Generalized Anxiety Disorder Screener (GAD-7)&lt;ref name=&quot;:5&quot;&gt;{{Cite journal|last=Plummer|first=Faye|last2=Manea|first2=Laura|last3=Trepel|first3=Dominic|last4=McMillan|first4=Dean|date=2016-03-01|title=Screening for anxiety disorders with the GAD-7 and GAD-2: a systematic review and diagnostic metaanalysis|url=https://www.sciencedirect.com/science/article/pii/S0163834315002406|journal=General Hospital Psychiatry|language=en|volume=39|pages=24–31|doi=10.1016/j.genhosppsych.2015.11.005|issn=0163-8343}}&lt;/ref&gt;
| 0.906&lt;ref&gt;{{Cite journal|last=Spitzer|first=Robert L.|last2=Kroenke|first2=Kurt|last3=Williams|first3=Janet B. W.|last4=Löwe|first4=Bernd|date=2006-05-22|title=A Brief Measure for Assessing Generalized Anxiety Disorder: The GAD-7|url=http://archinte.jamanetwork.com/article.aspx?doi=10.1001/archinte.166.10.1092|journal=Archives of Internal Medicine|language=en|volume=166|issue=10|pages=1092|doi=10.1001/archinte.166.10.1092|issn=0003-9926}}&lt;/ref&gt;
(N = 2149)
| 5.17 (8+)&lt;ref name=&quot;:5&quot; /&gt;
| .20 (8-)&lt;ref name=&quot;:5&quot; /&gt;
| Adults aged 16 years and older in any setting (meta-analysis)
|[https://osf.io/szmpu GAD-7] 
|-
|[[wikipedia:Screen_for_child_anxiety_related_disorders#PDFs_and_automated_scoring_for_SCARED|Screen for Child Anxiety Related Disorders (SCARED)]]&lt;ref name=&quot;BirmaherEtAl1997&quot; /&gt;
| .70 
(N=243)
| 5.0 (+32)
| .04
| High: Pure anxiety disorder versus non-anxiety psychiatric disorder, excluding children with disruptive disorder and depression
|[http://www.midss.org/content/penn-state-worry-questionnaire-pswq SCARED English + Translations &amp; Automatic Scoring]
|-
|CBCL Anxious/Depressed Scale T-score&lt;ref&gt;{{Cite journal|last=Eimecke|first=Sylvia D.|last2=Remschmidt|first2=Helmut|last3=Mattejat|first3=Fritz|date=2011-03|title=Utility of the Child Behavior Checklist in screening depressive disorders within clinical samples|url=https://linkinghub.elsevier.com/retrieve/pii/S0165032710005458|journal=Journal of Affective Disorders|language=en|volume=129|issue=1-3|pages=191–197|doi=10.1016/j.jad.2010.08.011}}&lt;/ref&gt;
|.75 (N = 1445)
|1.49 (9+)
|.67(9-)
|Inpatient and outpatient children and adolescents
|[https://store.aseba.org/ Purchase]
|}

'''Note:''' “LR+” refers to the change in likelihood ratio associated with a positive test score, and “LR-” is the likelihood ratio for a low score. Likelihood ratios of 1 indicate that the test result did not change impressions at all. LRs larger than 10 or smaller than .10 are frequently clinically decisive; 5 or .20 are helpful, and between 2.0 and .5 are small enough that they rarely result in clinically meaningful changes of formulation&lt;ref&gt;Sackett, D. L., Straus, S. E., Richardson, W. S., Rosenberg, W., &amp; Haynes, R. B. (2000). Evidence-based medicine: How to practice and teach EBM. Edinburgh: Churchill Livingstone.&lt;/ref&gt;.

'''Search terms:''' [General Anxiety Disorder] AND [children OR adolescents OR pediatric] AND [sensitivity OR specificity] in GoogleScholar and PsycINFO

=== Interpreting depression screening measure scores ===
* For information on interpreting screening measure scores, click [[Evidence based assessment/Prediction phase#Interpreting screening measure scores|here.]]

==[[Evidence based assessment/Prescription phase|'''Prescription phase''']]==
===Gold standard diagnostic interviews===
* For a list of broad reaching diagnostic interviews sortable by disorder with PDFs (if applicable), [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prescription_phase&amp;wteswitched=1#Common_Diagnostic_Interviews click here.]

=== Recommended diagnostic instruments for GAD ===
{| class=&quot;wikitable sortable&quot;
! colspan=&quot;5&quot; |Diagnostic instruments for GAD
|-
!Measure
!Format (Reporter)
!Age Range
!Administration/
Completion Time
!Where to Access
|-
|Anxiety Disorders Interview Schedule for Children/Parent&lt;ref name=&quot;:1&quot;&gt;{{Cite journal|date=2001-08-01|title=Test-Retest Reliability of Anxiety Symptoms and Diagnoses With the Anxiety Disorders Interview Schedule for DSM-IV: Child and Parent Versions|url=https://www.sciencedirect.com/science/article/pii/S0890856709603427|journal=Journal of the American Academy of Child &amp; Adolescent Psychiatry|language=en|volume=40|issue=8|pages=937–944|doi=10.1097/00004583-200108000-00016|issn=0890-8567}}&lt;/ref&gt;
|Structured Interview
(Child (ADIS-C), Parent (ADIS-P))
|6-16&lt;ref&gt;{{Cite journal|last=LYNEHAM|first=HEIDI J.|last2=ABBOTT|first2=MAREE J.|last3=RAPEE|first3=RONALD M.|date=2007-06|title=Interrater Reliability of the Anxiety Disorders Interview Schedule for DSM-IV: Child and Parent Version|url=https://doi.org/10.1097/chi.0b013e3180465a09|journal=Journal of the American Academy of Child &amp;amp; Adolescent Psychiatry|volume=46|issue=6|pages=731–736|doi=10.1097/chi.0b013e3180465a09|issn=0890-8567}}&lt;/ref&gt;
|Varies
|[https://books.google.com/books/about/Anxiety_Disorders_Interview_Schedule_for.html?id=xpR6V3rboxwC Purchase]
|-
|Anxiety and Related Disorders Interview Schedule for DSM-5 (ADIS-5)&lt;ref name=&quot;:0&quot; /&gt;
|Structured Interview (Adult) 
|16+
|Varies
|[https://global.oup.com/academic/product/anxiety-and-related-disorders-interview-schedule-for-dsm-5-adis-5---adult-version-9780199325160?cc=us&amp;lang=en&amp; Purchase]
|-
|Structured Clinical Interview for DSM-5-Clinician Version (SCID-5-CV)&lt;ref&gt;{{Cite journal|last=Shabani|first=Amir|last2=Masoumian|first2=Samira|last3=Zamirinejad|first3=Somayeh|last4=Hejri|first4=Maryam|last5=Pirmorad|first5=Tahereh|last6=Yaghmaeezadeh|first6=Hooman|date=2021-05|title=Psychometric properties of Structured Clinical Interview for DSM‐5 Disorders‐Clinician Version (SCID‐5‐CV)|url=https://onlinelibrary.wiley.com/doi/10.1002/brb3.1894|journal=Brain and Behavior|language=en|volume=11|issue=5|doi=10.1002/brb3.1894|issn=2162-3279|pmc=PMC8119811|pmid=33729681}}&lt;/ref&gt;
|Structured Interview (Adult )
|16+
|Varies
|[https://www.columbiapsychiatry.org/research/research-labs/diagnostic-and-assessment-lab/structured-clinical-interview-dsm-disorders-11 Website and purchase]
|-
|Generalized Anxiety Disorder Screener (GAD-7)&lt;ref name=&quot;:0&quot; /&gt;
|Questionnaire (Self-report)
|18+
|5 minutes
|[https://www.pfizerpcoa.com/general-anxiety-disorder-7-gad-7-screener GAD-7 homepage]

[https://osf.io/szmpu GAD-7]
|}

==[[Evidence based assessment/Process phase|'''Process phase''']]==
The following section contains a list of process and outcome measures for generalized anxiety disorder. The section includes benchmarks based on published norms for several outcome and severity measures, as well as information about commonly used process measures. Process and outcome measures are used as part of the [[Evidence based assessment/Process phase|process phase]] of assessment. For more information of differences between process and outcome measures, see the page on the [[Evidence based assessment/Process phase|process phase of assessment]]. 
=== Process measures ===

=== Outcome and severity measures ===
* This table includes clinically significant benchmarks for '''(insert portfolio name here)''' specific outcome measures
* Information on how to interpret this table can be [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Process_phase found here].
* Additionally, these [[Evidence based assessment/Vignettes|vignettes]] might be helpful resources for understanding appropriate adaptation of outcome measures in practice.
*''&lt;u&gt;For clinically significant change benchmarks for the CBCL, YSR, and TRF total, externalizing, internalizing, and attention benchmarks,&lt;/u&gt;'' [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Process_phase&amp;wteswitched=1#Clinically_significant_change_benchmarks_for_widely-used_outcome_measures see here.]

{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
| colspan=&quot;7&quot; |'''Clinically significant change benchmarks with common instruments for GAD'''
|-
| rowspan=1&quot; style=&quot;text-align:center;font-size:130%;&quot; | &lt;b&gt; Measure&lt;/b&gt;
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:130%&quot; width=&quot;300&quot; | &lt;b&gt; Cut-off scores&lt;/b&gt;
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:120%&quot; | &lt;b&gt; Critical Change &lt;br&gt; (unstandardized scores)&lt;/b&gt;
|-
| colspan=&quot;7&quot;  span style=&quot;font-size:110%; text-align:center;&quot; | &lt;b&gt; Benchmarks Based on Published Norms&lt;/b&gt;
|-
| colspan=&quot;1&quot; |
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; A&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; B&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; C&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; 95%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; 90%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; SE&lt;sub&gt;difference&lt;/sub&gt;&lt;/b&gt;
|-
| rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | &lt;b&gt; GAD-7&lt;/b&gt;
| style=“text-align:center;”| -1
| style=“text-align:center;”| 1.3
| style=“text-align:center;”| 0.5
| style=“text-align:center;”| 0.6
| style=“text-align:center;”| 0.5
| style=“text-align:center;”| 0.3
|-
| rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | &lt;b&gt; PSWQ&lt;/b&gt;
| style=“text-align:center;”|  51
| style=“text-align:center;”|  73
| style=“text-align:center;”|  59
| style=“text-align:center;”|  9
| style=“text-align:center;”|  8
| style=“text-align:center;”|  4.8
|-
| rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | &lt;b&gt; SCARED &lt;/b&gt;
| style=“text-align:center;”|  9.9
| style=“text-align:center;”|  18.1
| style=“text-align:center;”|  15.3
| style=“text-align:center;”|  8.9
| style=“text-align:center;”|  7.5
| style=“text-align:center;”|  4.5
|}

'''Note:''' “A” = Away from the clinical range, “B” = Back into the nonclinical range, “C” = Closer to the nonclinical than clinical mean.

'''Search terms:''' [General Anxiety Disorder] AND [children OR adolescents OR pediatric] AND [clinical significance OR outcomes] in GoogleScholar and PsycINFO

=== Treatment ===
{{collapse top| Click here for treatment information}}
Individuals suffering from GAD tend to be high users of outpatient medical care. When treating GAD, physicians should first determine whether pharmacotherapy, psychotherapy, or a combination of the two treatments would be most beneficial to the patient. Literature suggests that treatment of GAD frequently consists of a combination of psychotherapy and pharmacotherapy. Although these therapies have the potential to be effective individually, previous work demonstrates that when combined the degree of clinically significant change increases significantly. Recent studies (e.g., Gorman, 2003&lt;ref name=&quot;Gorman2003&quot; /&gt;; Walkup et al., 2008&lt;ref name=&quot;WalkupEtAl2008&quot; /&gt;) have provided evidence to support this claim with the most efficacious medication and behavioral interventions listed below.

# '''Medication Interventions'''
## ''Sertraline (Zoloft)'' has been shown to reduce experiences and effects of GAD above and beyond that of placebo conditions.
## ''Pregabalin.'' The mean baseline-to-endpoint decreases in total Hamilton anxiety scale score in the patients given 150 mg/day of pregabalin (–9.2) was significantly greater than the decrease in those given placebo (–6.8)&lt;ref name=&quot;PandeEtAl2003&quot; /&gt;.
## ''Paroxetine.'' Remission was achieved by 30% of patients in the 20-mg paroxetine groups compared with 20% given placebo. For all three domains of the Sheehan Disability Scale, significantly greater improvement was seen with paroxetine than placebo&lt;ref name=&quot;RickelsEtAl2003&quot; /&gt;.
# '''Behavioral interventions'''
## ''Cognitive behavioral therapy.'' Fourteen 60-minute sessions, which include CBT in anxiety-management skills, followed by behavioral exposure to anxiety-provoking situations have been shown to be effective in treating GAD. A review of studies by Fisher and Durham (1999)&lt;ref name=&quot;FisherEtAl1999&quot; /&gt; revealed significant recovery rates at a 6 month follow up after CBT. 
## ''Exposure therapy and modeling therapy.'' One meta-analysis found that virtual reality exposure therapy for anxiety disorders had a large effect size (Cohen's d=1.11) compared to controls.&lt;ref&gt;{{Cite journal|last=Powers|first=Mark B.|last2=Emmelkamp|first2=Paul M.G.|title=Virtual reality exposure therapy for anxiety disorders: A meta-analysis|url=https://doi.org/10.1016/j.janxdis.2007.04.006|journal=Journal of Anxiety Disorders|volume=22|issue=3|pages=561–569|doi=10.1016/j.janxdis.2007.04.006}}&lt;/ref&gt; 
## ''Mindfulness meditation.'' New treatment options such as mindfulness meditation-based stress reduction interventions have also shown to reduce symptoms over the long-term.&lt;ref&gt;{{Cite journal|last=Miller|first=J. J.|last2=Fletcher|first2=K.|last3=Kabat-Zinn|first3=J.|date=May 1995|title=Three-year follow-up and clinical implications of a mindfulness meditation-based stress reduction intervention in the treatment of anxiety disorders|url=https://www.ncbi.nlm.nih.gov/pubmed/7649463|journal=General Hospital Psychiatry|volume=17|issue=3|pages=192–200|issn=0163-8343|pmid=7649463}}&lt;/ref&gt;
# '''Combination treatment'''
## Previous research suggests that combination therapy that includes components of psychotherapy and pharmacotherapy are the most efficacious in treating GAD. In a study comparing the efficacies GAD treatments, Walkup and colleagues demonstrated a 21-25% improvement of combination therapy over cognitive behavioral therapy or sertraline alone during short-term treatment. These findings suggest that among effective treatments, combination therapy has the potential to provide the best chance for a positive outcome. See Gorman, 2003&lt;ref name=&quot;Gorman2003&quot; /&gt;; Walkup et al., 2008&lt;ref name=&quot;WalkupEtAl2008&quot; /&gt;.
{{collapse bottom}}
* Please refer to the page on [[wikipedia:Generalized_anxiety_disorder|generalized anxiety disorder]] for more information on available treatment or go to [http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/fear-worry-and-anxiety/ Effective Child Therapy] for a curated resource on effective treatments for GAD.
*For information on conducting Exposure Therapy for anxiety disordered youth, see [https://www.bravepracticeforkids.com/ www.BravePracticeForKids.com]

=='''External Resources'''==

# [http://apps.who.int/classifications/icd10/browse/2010/en#/F41.1 ICD-10 diagnostic criteria]
# [https://en.wikiversity.org/w/index.php?title=Helping_Give_Away_Psychological_Science/Resources/Annotated_List_of_Where_and_How_to_Find_a_Therapist&amp;wteswitched=1#Other_low-cost_options Find-a-Therapist] 
#*This is a curated list of find-a-therapist websites where you can find a provider
# [https://www.nimh.nih.gov/health/topics/anxiety-disorders/index.shtml NIMH] entry about anxiety disorders
# OMIM (Online Mendelian Inheritance in Man)
#*[https://www.omim.org/entry/607834 607834]
# [https://emedicine.medscape.com/article/286227-overview#a2 eMedicine entry about anxiety disorders]
#[https://sccap53.org Society of Clinical Child and Adolescent Psychology]
#[http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/fear-worry-and-anxiety/ Effective Child Therapy information on Fear, Worry, &amp; Anxiety]
#*Effective Child Therapy is website sponsored by Division 53 of the American Psychological Association (APA), or The [https://sccap53.org Society of Clinical Child and Adolescent Psychology] (SCCAP), in collaboration with the Association for Behavioral and Cognitive Therapies (ABCT). Use for information on symptoms and available treatments.
#[http://pediatricbipolar.pitt.edu/resources/instruments Links to SCARED Child, Parent, and Adult + Translations]

=='''References'''==
{{collapse top|Click here for references}}
{{Reflist|3|refs=

&lt;ref name=&quot;BirmaherEtAl1997&quot;&gt;{{cite journal|last1=Birmaher|first1=B|last2=Khetarpal|first2=S|last3=Brent|first3=D|last4=Cully|first4=M|last5=Balach|first5=L|last6=Kaufman|first6=J|last7=Neer|first7=SM|title=The Screen for Child Anxiety Related Emotional Disorders (SCARED): scale construction and psychometric characteristics.|journal=Journal of the American Academy of Child and Adolescent Psychiatry|date=April 1997|volume=36|issue=4|pages=545-53|pmid=9100430}}&lt;/ref&gt;

&lt;ref name=&quot;BrownJacobsenEtAl2011&quot;&gt;{{cite journal|last1=Brown-Jacobsen|first1=AM|last2=Wallace|first2=DP|last3=Whiteside|first3=SP|title=Multimethod, multi-informant agreement, and positive predictive value in the identification of child anxiety disorders using the SCAS and ADIS-C.|journal=Assessment|date=September 2011|volume=18|issue=3|pages=382-92|pmid=20644080}}&lt;/ref&gt;

&lt;ref name=&quot;CostelloEtAl1996&quot;&gt;{{cite journal|last1=Costello|first1=EJ|last2=Angold|first2=A|last3=Burns|first3=BJ|last4=Stangl|first4=DK|last5=Tweed|first5=DL|last6=Erkanli|first6=A|last7=Worthman|first7=CM|title=The Great Smoky Mountains Study of Youth. Goals, design, methods, and the prevalence of DSM-III-R disorders.|journal=Archives of general psychiatry|date=December 1996|volume=53|issue=12|pages=1129-36|pmid=8956679}}&lt;/ref&gt;

&lt;ref name=&quot;ChorpitaEtAl2000&quot;&gt;{{cite journal|last1=Chorpita|first1=BF|last2=Yim|first2=L|last3=Moffitt|first3=C|last4=Umemoto|first4=LA|last5=Francis|first5=SE|title=Assessment of symptoms of DSM-IV anxiety and depression in children: a revised child anxiety and depression scale.|journal=Behaviour research and therapy|date=August 2000|volume=38|issue=8|pages=835-55|pmid=10937431}}&lt;/ref&gt;

&lt;ref name=&quot;ChorpitaEtAl2005&quot;&gt;{{cite journal|last1=Chorpita|first1=BF|last2=Moffitt|first2=CE|last3=Gray|first3=J|title=Psychometric properties of the Revised Child Anxiety and Depression Scale in a clinical sample.|journal=Behaviour research and therapy|date=March 2005|volume=43|issue=3|pages=309-22|pmid=15680928}}&lt;/ref&gt;

&lt;ref name=&quot;FisherEtAl1999&quot;&gt;{{cite journal|last1=Fisher|first1=PL|last2=Durham|first2=RC|title=Recovery rates in generalized anxiety disorder following psychological therapy: an analysis of clinically significant change in the STAI-T across outcome studies since 1990.|journal=Psychological medicine|date=November 1999|volume=29|issue=6|pages=1425-34|pmid=10616949}}&lt;/ref&gt;

&lt;ref name=&quot;Gorman2003&quot;&gt;{{cite journal|last1=Gorman|first1=JM|title=Treating generalized anxiety disorder.|journal=The Journal of clinical psychiatry|date=2003|volume=64 Suppl 2|pages=24-9|pmid=12625796}}&lt;/ref&gt;

&lt;ref name=&quot;HaleEtAl2014&quot;&gt;{{cite journal|last1=Hale III|first1=WW|last2=Raaijmakers|first2=QA|last3=van Hoof|first3=A|last4=Meeus|first4=WH|title=Improving Screening Cut-Off Scores for DSM-5 Adolescent Anxiety Disorder Symptom Dimensions with the Screen for Child Anxiety Related Emotional Disorders.|journal=Psychiatry journal|date=2014|volume=2014|pages=517527|pmid=24829901}}&lt;/ref&gt;

&lt;ref name=&quot;KayeEtAl2004&quot;&gt;{{cite journal|last1=Kaye|first1=WH|last2=Bulik|first2=CM|last3=Thornton|first3=L|last4=Barbarich|first4=N|last5=Masters|first5=K|title=Comorbidity of anxiety disorders with anorexia and bulimia nervosa.|journal=The American journal of psychiatry|date=December 2004|volume=161|issue=12|pages=2215-21|pmid=15569892}}&lt;/ref&gt;

&lt;ref name=&quot;KesslerEtAl2012&quot;&gt;{{cite journal|last1=Kessler|first1=RC|last2=Petukhova|first2=M|last3=Sampson|first3=NA|last4=Zaslavsky|first4=AM|last5=Wittchen H|first5=-U|title=Twelve-month and lifetime prevalence and lifetime morbid risk of anxiety and mood disorders in the United States.|journal=International journal of methods in psychiatric research|date=September 2012|volume=21|issue=3|pages=169-84|pmid=22865617}}&lt;/ref&gt;

&lt;ref name=&quot;LynehamEtAl2007&quot;&gt;{{cite journal|last1=Lyneham|first1=HJ|last2=Abbott|first2=MJ|last3=Rapee|first3=RM|title=Interrater reliability of the Anxiety Disorders Interview Schedule for DSM-IV: child and parent version.|journal=Journal of the American Academy of Child and Adolescent Psychiatry|date=June 2007|volume=46|issue=6|pages=731-6|pmid=17513985}}&lt;/ref&gt;

&lt;ref name=&quot;MarchEtAl1997&quot;&gt;{{cite journal|last1=March|first1=JS|last2=Parker|first2=JD|last3=Sullivan|first3=K|last4=Stallings|first4=P|last5=Conners|first5=CK|title=The Multidimensional Anxiety Scale for Children (MASC): factor structure, reliability, and validity.|journal=Journal of the American Academy of Child and Adolescent Psychiatry|date=April 1997|volume=36|issue=4|pages=554-65|pmid=9100431}}&lt;/ref&gt;

&lt;ref name=&quot;McLeanEtAl2011&quot;&gt;{{cite journal|last1=McLean|first1=CP|last2=Asnaani|first2=A|last3=Litz|first3=BT|last4=Hofmann|first4=SG|title=Gender differences in anxiety disorders: prevalence, course of illness, comorbidity and burden of illness.|journal=Journal of psychiatric research|date=August 2011|volume=45|issue=8|pages=1027-35|pmid=21439576}}&lt;/ref&gt;

&lt;ref name=&quot;MerikangasEtAl2010&quot;&gt;{{cite journal|last1=Merikangas|first1=KR|last2=He|first2=JP|last3=Burstein|first3=M|last4=Swanson|first4=SA|last5=Avenevoli|first5=S|last6=Cui|first6=L|last7=Benjet|first7=C|last8=Georgiades|first8=K|last9=Swendsen|first9=J|title=Lifetime prevalence of mental disorders in U.S. adolescents: results from the National Comorbidity Survey Replication--Adolescent Supplement (NCS-A).|journal=Journal of the American Academy of Child and Adolescent Psychiatry|date=October 2010|volume=49|issue=10|pages=980-9|pmid=20855043}}&lt;/ref&gt;

&lt;ref name=&quot;PandeEtAl2003&quot;&gt;{{cite journal|last1=Pande|first1=AC|last2=Crockatt|first2=JG|last3=Feltner|first3=DE|last4=Janney|first4=CA|last5=Smith|first5=WT|last6=Weisler|first6=R|last7=Londborg|first7=PD|last8=Bielski|first8=RJ|last9=Zimbroff|first9=DL|last10=Davidson|first10=JR|last11=Liu-Dumaw|first11=M|title=Pregabalin in generalized anxiety disorder: a placebo-controlled trial.|journal=The American journal of psychiatry|date=March 2003|volume=160|issue=3|pages=533-40|pmid=12611835}}&lt;/ref&gt;

&lt;ref name=&quot;RickelsEtAl2003&quot;&gt;{{cite journal|last1=Rickels|first1=K|last2=Zaninelli|first2=R|last3=McCafferty|first3=J|last4=Bellew|first4=K|last5=Iyengar|first5=M|last6=Sheehan|first6=D|title=Paroxetine treatment of generalized anxiety disorder: a double-blind, placebo-controlled study.|journal=The American journal of psychiatry|date=April 2003|volume=160|issue=4|pages=749-56|pmid=12668365}}&lt;/ref&gt;

&lt;ref name=&quot;RobertsEtAl2007&quot;&gt;{{cite journal|last1=Roberts|first1=RE|last2=Roberts|first2=CR|last3=Xing|first3=Y|title=Rates of DSM-IV psychiatric disorders among adolescents in a large metropolitan area.|journal=Journal of psychiatric research|date=December 2007|volume=41|issue=11|pages=959-67|pmid=17107689}}&lt;/ref&gt;

&lt;ref name=&quot;SeligmanEtAl2004&quot;&gt;{{cite journal|last1=Seligman|first1=LD|last2=Ollendick|first2=TH|last3=Langley|first3=AK|last4=Baldacci|first4=HB|title=The utility of measures of child and adolescent anxiety: a meta-analytic review of the Revised Children's Manifest Anxiety Scale, the State-Trait Anxiety Inventory for Children, and the Child Behavior Checklist.|journal=Journal of clinical child and adolescent psychology : the official journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53|date=September 2004|volume=33|issue=3|pages=557-65|pmid=15271613}}&lt;/ref&gt;

&lt;ref name=&quot;WalkupEtAl2008&quot;&gt;{{cite journal|last1=Walkup|first1=JT|last2=Albano|first2=AM|last3=Piacentini|first3=J|last4=Birmaher|first4=B|last5=Compton|first5=SN|last6=Sherrill|first6=JT|last7=Ginsburg|first7=GS|last8=Rynn|first8=MA|last9=McCracken|first9=J|last10=Waslick|first10=B|last11=Iyengar|first11=S|last12=March|first12=JS|last13=Kendall|first13=PC|title=Cognitive behavioral therapy, sertraline, or a combination in childhood anxiety.|journal=The New England journal of medicine|date=25 December 2008|volume=359|issue=26|pages=2753-66|pmid=18974308}}&lt;/ref&gt;

&lt;ref name=&quot;WhitakerEtAl1990&quot;&gt;{{cite journal|last1=Whitaker|first1=A|last2=Johnson|first2=J|last3=Shaffer|first3=D|last4=Rapoport|first4=JL|last5=Kalikow|first5=K|last6=Walsh|first6=BT|last7=Davies|first7=M|last8=Braiman|first8=S|last9=Dolinsky|first9=A|title=Uncommon troubles in young people: prevalence estimates of selected psychiatric disorders in a nonreferred adolescent population.|journal=Archives of general psychiatry|date=May 1990|volume=47|issue=5|pages=487-96|pmid=2331210}}&lt;/ref&gt;

&lt;ref name=&quot;SpitzerEtAl2006&quot;&gt;{{cite journal|last1=Spitzer|first1=RL|last2=Kroenke|first2=K|last3=Williams|first3=JB|last4=Löwe|first4=B|title=A brief measure for assessing generalized anxiety disorder: the GAD-7.|journal=Archives of internal medicine|date=22 May 2006|volume=166|issue=10|pages=1092-7|pmid=16717171}}&lt;/ref&gt;

&lt;ref name=&quot;vanGastelEtAl2008&quot;&gt;{{cite journal|last1=van Gastel|first1=W|last2=Ferdinand|first2=RF|title=Screening capacity of the Multidimensional Anxiety Scale for Children (MASC) for DSM-IV anxiety disorders.|journal=Depression and anxiety|date=2008|volume=25|issue=12|pages=1046-52|pmid=18833579}}&lt;/ref&gt;

&lt;ref name=&quot;WoodEtAl2002&quot;&gt;{{cite journal|last1=Wood|first1=JJ|last2=Piacentini|first2=JC|last3=Bergman|first3=RL|last4=McCracken|first4=J|last5=Barrios|first5=V|title=Concurrent validity of the anxiety disorders section of the Anxiety Disorders Interview Schedule for DSM-IV: child and parent versions.|journal=Journal of clinical child and adolescent psychology : the official journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53|date=September 2002|volume=31|issue=3|pages=335-42|pmid=12149971}}&lt;/ref&gt;

&lt;ref name=&quot;ZimmermanEtAl2005&quot;&gt;{{cite journal|last1=Zimmerman|first1=M|last2=Rothschild|first2=L|last3=Chelminski|first3=I|title=The prevalence of DSM-IV personality disorders in psychiatric outpatients.|journal=The American journal of psychiatry|date=October 2005|volume=162|issue=10|pages=1911-8|pmid=16199838}}&lt;/ref&gt;

}}
{{collapse bottom|Click here for references}}
[[Category:Psychological disorder portfolios|{{SUBPAGENAME}}]]</text>
      <sha1>hh5y4u5wq18ofauvu0u189qgf960ana</sha1>
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      <timestamp>2022-07-21T23:09:35Z</timestamp>
      <contributor>
        <username>Aherman012</username>
        <id>2943941</id>
      </contributor>
      <comment>/* Likelihood ratios and AUCs of screening instruments for GAD */ moved GAD-7 to prescription phase</comment>
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{{medical disclaimer}}
{{:{{BASEPAGENAME}}/Sidebar}}

==[[Evidence based assessment/Portfolio template/What is a &quot;portfolio&quot;|'''What is a &quot;portfolio&quot;?''']]==
* For background information on what assessment portfolios are, click the link in the heading above.

Want even 'more' information about this topic? There's an extended version of this page [[Evidence-based assessment/Generalized anxiety disorder (assessment portfolio)/extended version|here]].

==[[Evidence based assessment/Preparation phase|'''Preparation phase''']]==
=== Diagnostic criteria for generalized anxiety disorder ===
{{blockquotetop}}

&lt;big&gt;'''ICD-11 Diagnostic Criteria&lt;ref&gt;https://icd.who.int/browse11/l-m/en#/http://id.who.int/icd/entity/1712535455&lt;/ref&gt;'''&lt;/big&gt;
*Generalised anxiety disorder is characterized by marked symptoms of anxiety that persist for at least several months, for more days than not, manifested by either general apprehension (i.e. ‘free-floating anxiety’) or excessive worry focused on multiple everyday events, most often concerning family, health, finances, and school or work, together with additional symptoms such as muscular tension or motor restlessness, sympathetic autonomic over-activity, subjective experience of nervousness, difficulty maintaining concentration, irritability, or sleep disturbance. The symptoms result in significant distress or significant impairment in personal, family, social, educational, occupational, or other important areas of functioning. The symptoms are not a manifestation of another health condition and are not due to the effects of a substance or medication on the central nervous system.

'''Changes in DSM-5'''

* The diagnostic criteria for generalized anxiety disorder changed slightly from DSM-IV-TR to DSM-5. Summaries are available [https://www.ncbi.nlm.nih.gov/books/NBK519712/table/ch3.t9/?report=objectonly here].

{{blockquotebottom}}


=== Base rates of GAD in different clinical settings ===
This section describes the demographic setting of the population(s) sampled, base rates of diagnosis, country/region sampled and the diagnostic method that was used. Using this information, clinicians will be able to anchor the rate of GAD that they are likely to see in their clinical practice.

* '''''To see prevalence rates across multiple disorders,''''' [[Evidence based assessment/Preparation phase#Base rates for transdiagnostic comparison|'''''click here.''''']] 

{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
|-
! Demography
! Setting
! Base Rate
! Diagnostic Method
|-
| Adults and adolescences in all of U.S.A.
| US National Comorbidity Survey Replication (NCS-R; age &gt; = 13) 
[https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4005415/pdf/nihms-571992.pdf (2012)]&lt;ref name=&quot;KesslerEtAl2012&quot; /&gt;
|0.9% (age 13-17)

2.9% (age 18-64)

1.2% (age &amp;gt;= 65)

2.0% (age &amp;gt;=13)
| Fully-structured Composite International Diagnostic Interview (CIDI Version 3.0)
|-
| Psychiatric outpatients
| Individuals seeking treatment in a Psychiatric Outpatient Clinic (age range not reported) 
([https://ajp.psychiatryonline.org/doi/pdf/10.1176/appi.ajp.162.10.1911 2014])&lt;ref name=&quot;ZimmermanEtAl2005&quot; /&gt;
|21%
| Structured Clinical Interview for DSM-IV (SCID)
|-
| Caucasian youth
| Children seeking treatment in a Child &amp;amp; Adolescent Anxiety Diagnostic Clinic (age 7 – 18 years old) 
([http://journals.sagepub.com/doi/pdf/10.1177/1073191110375792 2011])&lt;ref name=&quot;BrownJacobsenEtAl2011&quot; /&gt;
|0.39% (parent report)

0.38% (child report)
| Anxiety Disorders Interview Schedule for Children for DSM-IV
Spence Children's Anxiety Scale (SCAS)
|-
| Caucasian, African American, Asian American, and Hispanic population
| Collaborative Psychiatric Epidemiology Studies (CPES; age &amp;gt;= 18, data merged from three representative national database) 
([https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3135672/pdf/nihms281333.pdf 2011])&lt;ref&gt;{{Cite journal|last=McLean|first=Carmen P.|last2=Asnaani|first2=Anu|last3=Litz|first3=Brett T.|last4=Hofmann|first4=Stefan G.|date=2011-08-01|title=Gender differences in anxiety disorders: Prevalence, course of illness, comorbidity and burden of illness|url=https://www.sciencedirect.com/science/article/pii/S0022395611000458|journal=Journal of Psychiatric Research|language=en|volume=45|issue=8|pages=1027–1035|doi=10.1016/j.jpsychires.2011.03.006|issn=0022-3956|pmc=PMC3135672|pmid=21439576}}&lt;/ref&gt;
|4.1% (female)

2.1% (male)
| World Mental Health Survey Initiative Version of the World Health Organization Composite International Interview (WMH-CIDI)
|-
| Pennsylvania
| Metropolitan Community Sample, all individuals with eating disorders (ages 13 – 65) 
([https://ajp.psychiatryonline.org/doi/pdf/10.1176/appi.ajp.161.12.2215 2014])&lt;ref name=&quot;KayeEtAl2004&quot; /&gt;
|10%
| Structured Clinical Interview for DSM-IV (SCID)
|-
| Adolescents in all of U.S.A.
| National Comorbidity Survey Replication Adolescent Supplement (NCS-A; ages 3–18 in the continental U.S) 
([https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2946114/pdf/nihms214371.pdf 2011])&lt;ref name=&quot;MerikangasEtAl2010&quot; /&gt;
|2.2%
| World Health Organization Composite International Diagnostic Interview (WHO-CIDI)
|-
|Adolescents in all of U.S.A
|National Comorbidity Survey Replication Adolescent Supplement (NCS-A; ages 3–18 in the continental U.S)&lt;ref name=&quot;:3&quot;&gt;Kessler, R. C., Avenevoli, S., Costello, E. J., Georgiades, K., Green, J. G., Gruber, M. J., . . . Merikangas, K. R. (2012). Prevalence, persistence, and sociodemographic correlates of DSM-IV disorders in the National Comorbidity Survey Replication Adolescent Supplement. Archives of General Psychiatry, 69(4), 372-380. doi:10.1001/archgenpsychiatry.2011.160&lt;/ref&gt;
|5.4%
|Composite International Diagnostic Interview (CIDI)
|-
| North Carolina
| Rural community sample African American and White youth (ages 13-16) 
[https://www.ncbi.nlm.nih.gov/pubmed/12365876 (2002)]&lt;ref&gt;{{Cite journal|last=Angold|first=Adrian|last2=Erkanli|first2=Alaattin|last3=Farmer|first3=Elizabeth M. Z.|last4=Fairbank|first4=John A.|last5=Burns|first5=Barbara J.|last6=Keeler|first6=Gordon|last7=Costello|first7=E. Jane|date=October 2002|title=Psychiatric disorder, impairment, and service use in rural African American and white youth|url=https://www.ncbi.nlm.nih.gov/pubmed/12365876|journal=Archives of General Psychiatry|volume=59|issue=10|pages=893–901|issn=0003-990X|pmid=12365876}}&lt;/ref&gt;
|1.4%
| The Child and Adolescent Psychiatric Assessment (CAPA)
|-
| Texas
| Metropolitan Community Sample (ages 11-17) 
([https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2736593/pdf/nihms30019.pdf 2007])&lt;ref name=&quot;RobertsEtAl2007&quot; /&gt;
|0.4%
| Diagnostic Interview Schedule for Children, Version IV (DISC-IV)
|-
| Midwestern Urban
| Incarcerated adolescents (ages 10-18)&lt;ref&gt;{{Cite journal|last=ABRAM|first=KAREN M.|last2=CHOE|first2=JEANNE Y.|last3=WASHBURN|first3=JASON J.|last4=TEPLIN|first4=LINDA A.|last5=KING|first5=DEVON C.|last6=DULCAN|first6=MINA K.|title=Suicidal Ideation and Behaviors Among Youths in Juvenile Detention|url=http://linkinghub.elsevier.com/retrieve/pii/S0890856709623121|journal=Journal of the American Academy of Child &amp; Adolescent Psychiatry|volume=47|issue=3|pages=291–300|doi=10.1097/chi.0b013e318160b3ce}}&lt;/ref&gt; 
[http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&amp;ctx_enc=info%3Aofi%2Fenc%3AUTF-8&amp;rfr_id=info%3Asid%2Fsummon.serialssolutions.com&amp;rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&amp;rft.genre=article&amp;rft.atitle=Suicidal+Ideation+and+Behaviors+Among+Youths+in+Juvenile+Detention&amp;rft.jtitle=Journal+of+the+American+Academy+of+Child+%26+Adolescent+Psychiatry&amp;rft.au=ABRAM%2C+KAREN+M.%2C+Ph.D&amp;rft.au=CHOE%2C+JEANNE+Y.%2C+B.A&amp;rft.au=WASHBURN%2C+JASON+J.%2C+Ph.D.%2C+A.B.P.P&amp;rft.au=TEPLIN%2C+LINDA+A.%2C+Ph.D&amp;rft.date=2008&amp;rft.issn=0890-8567&amp;rft.eissn=1527-5418&amp;rft.volume=47&amp;rft.issue=3&amp;rft.spage=291&amp;rft.epage=300&amp;rft_id=info:doi/10.1097%2FCHI.0b013e318160b3ce&amp;rft.externalDocID=1_s2_0_S0890856709623121 (2002)]
|1%
| Diagnostic Interview Schedule for Children, Version IV (DISC-IV)
|-
|Non-institutionalized general US population
|LGBTQ sample (ages 20-65)&lt;ref&gt;{{Cite journal|last=Bostwick|first=Wendy B.|last2=Boyd|first2=Carol J.|last3=Hughes|first3=Tonda L.|last4=McCabe|first4=Sean Esteban|date=2010-3|title=Dimensions of Sexual Orientation and the Prevalence of Mood and Anxiety Disorders in the United States|url=https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2820045/|journal=American Journal of Public Health|volume=100|issue=3|pages=468–475|doi=10.2105/AJPH.2008.152942|issn=0090-0036|pmc=PMC2820045|pmid=19696380}}&lt;/ref&gt; [http://ajph.aphapublications.org/doi/10.2105/AJPH.2008.152942 (2013)]
|Women:
14.8% same-sex

22.5% bisexual

Men:

16.9% same-sex

11.5% bisexual
|The Alcohol Use Disorder and Associated Disabilities Interview Schedule-IV (AUDADIS-IV)
|-
|Non-institutionalized general US population
|Cross-ethnic American population (ages 18+)&lt;ref&gt;{{Cite journal|last=Asnaani|first=Anu|last2=Richey|first2=J. Anthony|last3=Dimaite|first3=Ruta|last4=Hinton|first4=Devon E.|last5=Hofmann|first5=Stefan G.|date=2010-8|title=A Cross-Ethnic Comparison of Lifetime Prevalence Rates of Anxiety Disorders|url=https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2931265/|journal=The Journal of nervous and mental disease|volume=198|issue=8|pages=551–555|doi=10.1097/NMD.0b013e3181ea169f|issn=0022-3018|pmc=PMC2931265|pmid=20699719}}&lt;/ref&gt; [https://journals.lww.com/jonmd/Abstract/2010/08000/A_Cross_Ethnic_Comparison_of_Lifetime_Prevalence.4.aspx (2018)]
|White 8.6%

African Americans 4.9%

Hispanic Americans 5.8%

Asian Americans 2.4%
|World Mental Health Survey Initiative Version of the World Health Organization Composite International Interview (WMH-CIDI)
|-
|Outpatient clinics worldwide
|Samples across multiple studies worldwide (all ages)&lt;ref name=&quot;:12&quot;&gt;{{Cite journal|last=Rettew|first=David C.|last2=Lynch|first2=Alicia Doyle|last3=Achenbach|first3=Thomas M.|last4=Dumenci|first4=Levent|last5=Ivanova|first5=Masha Y.|date=2009-09|title=Meta-analyses of agreement between diagnoses made from clinical evaluations and standardized diagnostic interviews|url=http://dx.doi.org/10.1002/mpr.289|journal=International Journal of Methods in Psychiatric Research|language=en|volume=18|issue=3|pages=169–184|doi=10.1002/mpr.289|issn=1049-8931}}&lt;/ref&gt;
|5%
|Clinical evaluations
|-
|Outpatient clinic worldwide
|Samples across multiple studies worldwide (all ages)&lt;ref name=&quot;:12&quot; /&gt;
|10%
|Standardized Diagnostic Interviews (SDIs)
|}

'''Search terms:''' [General Anxiety Disorder] AND [youth OR adolescents OR pediatric] AND [prevalence OR incidence] in GoogleScholar and PsycINFO

== [[Evidence based assessment/Prediction phase|'''Prediction phase''']] ==

=== Psychometric properties of screening instruments for GAD ===
The following section contains a list of screening and diagnostic instruments for generalized anxiety disorder. The section includes administration information, psychometric data, and PDFs or links to the screenings. 
* Screenings are used as part of the [[Evidence based assessment/Prediction phase|prediction phase]] of assessment; for more information on interpretation of this data, or how screenings fit in to the assessment process, click [[Evidence based assessment/Prediction phase|here]]. 
* '''''For a list of more broadly reaching screening instruments, [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prediction_phase&amp;wteswitched=1#Psychometric_properties_of_common_screening_instruments click here.]'''''

{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
! colspan=&quot;5&quot; |Screening measures for GAD
|-
! Measure
! Format (Reporter)
! Age Range
! Administration/
Completion Time
! style=&quot;width:12em&quot; | Where to Access 
|-
| Penn State Worry Questionnaire (PSWQ)&lt;ref name=&quot;:0&quot;&gt;{{Cite book|url=https://www.worldcat.org/oclc/314222270|title=A guide to assessments that work|date=2008|publisher=Oxford University Press|author=Hunsley, John |author2=Mash, Eric J.|isbn=9780195310641|location=New York|oclc=314222270}}&lt;/ref&gt;
| Questionnaire (Adult Version, Child Version)
| 18+ (Adult Version), 6-18 (Child Version)
| 4 minutes
|[http://www.midss.org/content/penn-state-worry-questionnaire-pswq PSWQ homepage]

[https://mfr.osf.io/render?url=https://osf.io/s7p38/?action=download%26mode=render PSWQ Adult Version]

[https://mfr.osf.io/render?url=https://osf.io/6q8y9/?action=download%26mode=render PSWQ Child Version]

[https://mfr.osf.io/render?url=https://osf.io/gx5sr/?action=download%26mode=render PSWC-C Korean]

[https://mfr.osf.io/render?url=https://osf.io/hc6n2/?action=download%26mode=render PSWQ-C Danish]

[https://mfr.osf.io/render?url=https://osf.io/fwbes/?action=download%26mode=render Scoring the PSWQ-C]
|-
|[[wikipedia:Screen_for_child_anxiety_related_disorders|Screen for Child Anxiety Related Emotional Disorder (SCARED)]]&lt;ref name=&quot;:0&quot; /&gt;
| Questionnaire (Child, Parent)
| 8-19
| 9 or 16 minutes
|[http://www.midss.org/content/screen-child-anxiety-related-disorders-scared SCARED] homepage

[[wikipedia:Screen_for_child_anxiety_related_disorders#PDFs_and_automated_scoring_for_SCARED|SCARED English + Translations &amp; Automatic Scoring]]
|-
|Child Behavior Checklist (CBCL)&lt;ref name=&quot;:0&quot; /&gt;
|Questionnaire (Parent report)
|6-18
|10 minutes
|[https://aseba.org/ ASEBA homepage][https://store.aseba.org/ Purchase]
|}

=== Likelihood ratios and AUCs of screening instruments for GAD ===
* '''''For a list of the likelihood ratios for more broadly reaching screening instruments, [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prediction_phase&amp;wteswitched=1#Likelihood_ratios_and_AUCs_of_common_screening_instruments click here.]''''' 
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
! Screening Measure (Primary Reference)
! Area Under Curve (AUC)
! LR+ (Score)
! LR- (Score)
! Clinical Generalizability
!Where to Access
|-
| Penn State Worry Questionnaire (PSWQ)&lt;ref name=&quot;:2&quot;&gt;{{Cite journal|last=Fresco|first=David M.|last2=Mennin|first2=Douglas S.|last3=Heimberg|first3=Richard G.|last4=Turk|first4=Cynthia L.|title=Using the Penn State Worry Questionnaire to identify individuals with generalized anxiety disorder: a receiver operating characteristic analysis|url=http://linkinghub.elsevier.com/retrieve/pii/S0005791603000569|journal=Journal of Behavior Therapy and Experimental Psychiatry|volume=34|issue=3-4|pages=283–291|doi=10.1016/j.jbtep.2003.09.001}}&lt;/ref&gt;
| 0.74
(N=164)
| 1.8 (65+)
| 0.5 (&lt; 65)
| Generalized Anxiety Disorder vs. social anxiety disorder, adults presenting to specialty anxiety clinic
|[https://mfr.osf.io/render?url=https://osf.io/s7p38/?action=download%26mode=render PSWQ Adult Version]

[https://mfr.osf.io/render?url=https://osf.io/6q8y9/?action=download%26mode=render PSWQ Child Version]
|-
|[[wikipedia:Screen_for_child_anxiety_related_disorders#PDFs_and_automated_scoring_for_SCARED|Screen for Child Anxiety Related Disorders (SCARED)]]&lt;ref name=&quot;BirmaherEtAl1997&quot; /&gt;
| .70 
(N=243)
| 5.0 (+32)
| .04
| High: Pure anxiety disorder versus non-anxiety psychiatric disorder, excluding children with disruptive disorder and depression
|[http://www.midss.org/content/penn-state-worry-questionnaire-pswq SCARED English + Translations &amp; Automatic Scoring]
|-
|CBCL Anxious/Depressed Scale T-score&lt;ref&gt;{{Cite journal|last=Eimecke|first=Sylvia D.|last2=Remschmidt|first2=Helmut|last3=Mattejat|first3=Fritz|date=2011-03|title=Utility of the Child Behavior Checklist in screening depressive disorders within clinical samples|url=https://linkinghub.elsevier.com/retrieve/pii/S0165032710005458|journal=Journal of Affective Disorders|language=en|volume=129|issue=1-3|pages=191–197|doi=10.1016/j.jad.2010.08.011}}&lt;/ref&gt;
|.75 (N = 1445)
|1.49 (9+)
|.67(9-)
|Inpatient and outpatient children and adolescents
|[https://store.aseba.org/ Purchase]
|}

'''Note:''' “LR+” refers to the change in likelihood ratio associated with a positive test score, and “LR-” is the likelihood ratio for a low score. Likelihood ratios of 1 indicate that the test result did not change impressions at all. LRs larger than 10 or smaller than .10 are frequently clinically decisive; 5 or .20 are helpful, and between 2.0 and .5 are small enough that they rarely result in clinically meaningful changes of formulation&lt;ref&gt;Sackett, D. L., Straus, S. E., Richardson, W. S., Rosenberg, W., &amp; Haynes, R. B. (2000). Evidence-based medicine: How to practice and teach EBM. Edinburgh: Churchill Livingstone.&lt;/ref&gt;.

'''Search terms:''' [General Anxiety Disorder] AND [children OR adolescents OR pediatric] AND [sensitivity OR specificity] in GoogleScholar and PsycINFO

=== Interpreting depression screening measure scores ===
* For information on interpreting screening measure scores, click [[Evidence based assessment/Prediction phase#Interpreting screening measure scores|here.]]

==[[Evidence based assessment/Prescription phase|'''Prescription phase''']]==
===Gold standard diagnostic interviews===
* For a list of broad reaching diagnostic interviews sortable by disorder with PDFs (if applicable), [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prescription_phase&amp;wteswitched=1#Common_Diagnostic_Interviews click here.]

=== Recommended diagnostic instruments for GAD ===
{| class=&quot;wikitable sortable&quot;
! colspan=&quot;5&quot; |Diagnostic instruments for GAD
|-
!Measure
!Format (Reporter)
!Age Range
!Administration/
Completion Time
!Where to Access
|-
|Anxiety Disorders Interview Schedule for Children/Parent&lt;ref name=&quot;:1&quot;&gt;{{Cite journal|date=2001-08-01|title=Test-Retest Reliability of Anxiety Symptoms and Diagnoses With the Anxiety Disorders Interview Schedule for DSM-IV: Child and Parent Versions|url=https://www.sciencedirect.com/science/article/pii/S0890856709603427|journal=Journal of the American Academy of Child &amp; Adolescent Psychiatry|language=en|volume=40|issue=8|pages=937–944|doi=10.1097/00004583-200108000-00016|issn=0890-8567}}&lt;/ref&gt;
|Structured Interview
(Child (ADIS-C), Parent (ADIS-P))
|6-16&lt;ref&gt;{{Cite journal|last=LYNEHAM|first=HEIDI J.|last2=ABBOTT|first2=MAREE J.|last3=RAPEE|first3=RONALD M.|date=2007-06|title=Interrater Reliability of the Anxiety Disorders Interview Schedule for DSM-IV: Child and Parent Version|url=https://doi.org/10.1097/chi.0b013e3180465a09|journal=Journal of the American Academy of Child &amp;amp; Adolescent Psychiatry|volume=46|issue=6|pages=731–736|doi=10.1097/chi.0b013e3180465a09|issn=0890-8567}}&lt;/ref&gt;
|Varies
|[https://books.google.com/books/about/Anxiety_Disorders_Interview_Schedule_for.html?id=xpR6V3rboxwC Purchase]
|-
|Anxiety and Related Disorders Interview Schedule for DSM-5 (ADIS-5)&lt;ref name=&quot;:0&quot; /&gt;
|Structured Interview (Adult) 
|16+
|Varies
|[https://global.oup.com/academic/product/anxiety-and-related-disorders-interview-schedule-for-dsm-5-adis-5---adult-version-9780199325160?cc=us&amp;lang=en&amp; Purchase]
|-
|Structured Clinical Interview for DSM-5-Clinician Version (SCID-5-CV)&lt;ref&gt;{{Cite journal|last=Shabani|first=Amir|last2=Masoumian|first2=Samira|last3=Zamirinejad|first3=Somayeh|last4=Hejri|first4=Maryam|last5=Pirmorad|first5=Tahereh|last6=Yaghmaeezadeh|first6=Hooman|date=2021-05|title=Psychometric properties of Structured Clinical Interview for DSM‐5 Disorders‐Clinician Version (SCID‐5‐CV)|url=https://onlinelibrary.wiley.com/doi/10.1002/brb3.1894|journal=Brain and Behavior|language=en|volume=11|issue=5|doi=10.1002/brb3.1894|issn=2162-3279|pmc=PMC8119811|pmid=33729681}}&lt;/ref&gt;
|Structured Interview (Adult )
|16+
|Varies
|[https://www.columbiapsychiatry.org/research/research-labs/diagnostic-and-assessment-lab/structured-clinical-interview-dsm-disorders-11 Website and purchase]
|-
|Generalized Anxiety Disorder Screener (GAD-7)&lt;ref name=&quot;:0&quot; /&gt;
|Questionnaire (Self-report)
|18+
|5 minutes
|[https://www.pfizerpcoa.com/general-anxiety-disorder-7-gad-7-screener GAD-7 homepage]

[https://osf.io/szmpu GAD-7]
|}

==[[Evidence based assessment/Process phase|'''Process phase''']]==
The following section contains a list of process and outcome measures for generalized anxiety disorder. The section includes benchmarks based on published norms for several outcome and severity measures, as well as information about commonly used process measures. Process and outcome measures are used as part of the [[Evidence based assessment/Process phase|process phase]] of assessment. For more information of differences between process and outcome measures, see the page on the [[Evidence based assessment/Process phase|process phase of assessment]]. 
=== Process measures ===

=== Outcome and severity measures ===
* This table includes clinically significant benchmarks for '''(insert portfolio name here)''' specific outcome measures
* Information on how to interpret this table can be [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Process_phase found here].
* Additionally, these [[Evidence based assessment/Vignettes|vignettes]] might be helpful resources for understanding appropriate adaptation of outcome measures in practice.
*''&lt;u&gt;For clinically significant change benchmarks for the CBCL, YSR, and TRF total, externalizing, internalizing, and attention benchmarks,&lt;/u&gt;'' [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Process_phase&amp;wteswitched=1#Clinically_significant_change_benchmarks_for_widely-used_outcome_measures see here.]

{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
| colspan=&quot;7&quot; |'''Clinically significant change benchmarks with common instruments for GAD'''
|-
| rowspan=1&quot; style=&quot;text-align:center;font-size:130%;&quot; | &lt;b&gt; Measure&lt;/b&gt;
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:130%&quot; width=&quot;300&quot; | &lt;b&gt; Cut-off scores&lt;/b&gt;
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:120%&quot; | &lt;b&gt; Critical Change &lt;br&gt; (unstandardized scores)&lt;/b&gt;
|-
| colspan=&quot;7&quot;  span style=&quot;font-size:110%; text-align:center;&quot; | &lt;b&gt; Benchmarks Based on Published Norms&lt;/b&gt;
|-
| colspan=&quot;1&quot; |
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; A&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; B&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; C&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; 95%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; 90%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; SE&lt;sub&gt;difference&lt;/sub&gt;&lt;/b&gt;
|-
| rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | &lt;b&gt; GAD-7&lt;/b&gt;
| style=“text-align:center;”| -1
| style=“text-align:center;”| 1.3
| style=“text-align:center;”| 0.5
| style=“text-align:center;”| 0.6
| style=“text-align:center;”| 0.5
| style=“text-align:center;”| 0.3
|-
| rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | &lt;b&gt; PSWQ&lt;/b&gt;
| style=“text-align:center;”|  51
| style=“text-align:center;”|  73
| style=“text-align:center;”|  59
| style=“text-align:center;”|  9
| style=“text-align:center;”|  8
| style=“text-align:center;”|  4.8
|-
| rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | &lt;b&gt; SCARED &lt;/b&gt;
| style=“text-align:center;”|  9.9
| style=“text-align:center;”|  18.1
| style=“text-align:center;”|  15.3
| style=“text-align:center;”|  8.9
| style=“text-align:center;”|  7.5
| style=“text-align:center;”|  4.5
|}

'''Note:''' “A” = Away from the clinical range, “B” = Back into the nonclinical range, “C” = Closer to the nonclinical than clinical mean.

'''Search terms:''' [General Anxiety Disorder] AND [children OR adolescents OR pediatric] AND [clinical significance OR outcomes] in GoogleScholar and PsycINFO

=== Treatment ===
{{collapse top| Click here for treatment information}}
Individuals suffering from GAD tend to be high users of outpatient medical care. When treating GAD, physicians should first determine whether pharmacotherapy, psychotherapy, or a combination of the two treatments would be most beneficial to the patient. Literature suggests that treatment of GAD frequently consists of a combination of psychotherapy and pharmacotherapy. Although these therapies have the potential to be effective individually, previous work demonstrates that when combined the degree of clinically significant change increases significantly. Recent studies (e.g., Gorman, 2003&lt;ref name=&quot;Gorman2003&quot; /&gt;; Walkup et al., 2008&lt;ref name=&quot;WalkupEtAl2008&quot; /&gt;) have provided evidence to support this claim with the most efficacious medication and behavioral interventions listed below.

# '''Medication Interventions'''
## ''Sertraline (Zoloft)'' has been shown to reduce experiences and effects of GAD above and beyond that of placebo conditions.
## ''Pregabalin.'' The mean baseline-to-endpoint decreases in total Hamilton anxiety scale score in the patients given 150 mg/day of pregabalin (–9.2) was significantly greater than the decrease in those given placebo (–6.8)&lt;ref name=&quot;PandeEtAl2003&quot; /&gt;.
## ''Paroxetine.'' Remission was achieved by 30% of patients in the 20-mg paroxetine groups compared with 20% given placebo. For all three domains of the Sheehan Disability Scale, significantly greater improvement was seen with paroxetine than placebo&lt;ref name=&quot;RickelsEtAl2003&quot; /&gt;.
# '''Behavioral interventions'''
## ''Cognitive behavioral therapy.'' Fourteen 60-minute sessions, which include CBT in anxiety-management skills, followed by behavioral exposure to anxiety-provoking situations have been shown to be effective in treating GAD. A review of studies by Fisher and Durham (1999)&lt;ref name=&quot;FisherEtAl1999&quot; /&gt; revealed significant recovery rates at a 6 month follow up after CBT. 
## ''Exposure therapy and modeling therapy.'' One meta-analysis found that virtual reality exposure therapy for anxiety disorders had a large effect size (Cohen's d=1.11) compared to controls.&lt;ref&gt;{{Cite journal|last=Powers|first=Mark B.|last2=Emmelkamp|first2=Paul M.G.|title=Virtual reality exposure therapy for anxiety disorders: A meta-analysis|url=https://doi.org/10.1016/j.janxdis.2007.04.006|journal=Journal of Anxiety Disorders|volume=22|issue=3|pages=561–569|doi=10.1016/j.janxdis.2007.04.006}}&lt;/ref&gt; 
## ''Mindfulness meditation.'' New treatment options such as mindfulness meditation-based stress reduction interventions have also shown to reduce symptoms over the long-term.&lt;ref&gt;{{Cite journal|last=Miller|first=J. J.|last2=Fletcher|first2=K.|last3=Kabat-Zinn|first3=J.|date=May 1995|title=Three-year follow-up and clinical implications of a mindfulness meditation-based stress reduction intervention in the treatment of anxiety disorders|url=https://www.ncbi.nlm.nih.gov/pubmed/7649463|journal=General Hospital Psychiatry|volume=17|issue=3|pages=192–200|issn=0163-8343|pmid=7649463}}&lt;/ref&gt;
# '''Combination treatment'''
## Previous research suggests that combination therapy that includes components of psychotherapy and pharmacotherapy are the most efficacious in treating GAD. In a study comparing the efficacies GAD treatments, Walkup and colleagues demonstrated a 21-25% improvement of combination therapy over cognitive behavioral therapy or sertraline alone during short-term treatment. These findings suggest that among effective treatments, combination therapy has the potential to provide the best chance for a positive outcome. See Gorman, 2003&lt;ref name=&quot;Gorman2003&quot; /&gt;; Walkup et al., 2008&lt;ref name=&quot;WalkupEtAl2008&quot; /&gt;.
{{collapse bottom}}
* Please refer to the page on [[wikipedia:Generalized_anxiety_disorder|generalized anxiety disorder]] for more information on available treatment or go to [http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/fear-worry-and-anxiety/ Effective Child Therapy] for a curated resource on effective treatments for GAD.
*For information on conducting Exposure Therapy for anxiety disordered youth, see [https://www.bravepracticeforkids.com/ www.BravePracticeForKids.com]

=='''External Resources'''==

# [http://apps.who.int/classifications/icd10/browse/2010/en#/F41.1 ICD-10 diagnostic criteria]
# [https://en.wikiversity.org/w/index.php?title=Helping_Give_Away_Psychological_Science/Resources/Annotated_List_of_Where_and_How_to_Find_a_Therapist&amp;wteswitched=1#Other_low-cost_options Find-a-Therapist] 
#*This is a curated list of find-a-therapist websites where you can find a provider
# [https://www.nimh.nih.gov/health/topics/anxiety-disorders/index.shtml NIMH] entry about anxiety disorders
# OMIM (Online Mendelian Inheritance in Man)
#*[https://www.omim.org/entry/607834 607834]
# [https://emedicine.medscape.com/article/286227-overview#a2 eMedicine entry about anxiety disorders]
#[https://sccap53.org Society of Clinical Child and Adolescent Psychology]
#[http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/fear-worry-and-anxiety/ Effective Child Therapy information on Fear, Worry, &amp; Anxiety]
#*Effective Child Therapy is website sponsored by Division 53 of the American Psychological Association (APA), or The [https://sccap53.org Society of Clinical Child and Adolescent Psychology] (SCCAP), in collaboration with the Association for Behavioral and Cognitive Therapies (ABCT). Use for information on symptoms and available treatments.
#[http://pediatricbipolar.pitt.edu/resources/instruments Links to SCARED Child, Parent, and Adult + Translations]

=='''References'''==
{{collapse top|Click here for references}}
{{Reflist|3|refs=

&lt;ref name=&quot;BirmaherEtAl1997&quot;&gt;{{cite journal|last1=Birmaher|first1=B|last2=Khetarpal|first2=S|last3=Brent|first3=D|last4=Cully|first4=M|last5=Balach|first5=L|last6=Kaufman|first6=J|last7=Neer|first7=SM|title=The Screen for Child Anxiety Related Emotional Disorders (SCARED): scale construction and psychometric characteristics.|journal=Journal of the American Academy of Child and Adolescent Psychiatry|date=April 1997|volume=36|issue=4|pages=545-53|pmid=9100430}}&lt;/ref&gt;

&lt;ref name=&quot;BrownJacobsenEtAl2011&quot;&gt;{{cite journal|last1=Brown-Jacobsen|first1=AM|last2=Wallace|first2=DP|last3=Whiteside|first3=SP|title=Multimethod, multi-informant agreement, and positive predictive value in the identification of child anxiety disorders using the SCAS and ADIS-C.|journal=Assessment|date=September 2011|volume=18|issue=3|pages=382-92|pmid=20644080}}&lt;/ref&gt;

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==[[Evidence based assessment/Portfolio template/What is a &quot;portfolio&quot;|'''What is a &quot;portfolio&quot;?''']]==
* For background information on what assessment portfolios are, click the link in the heading above.

==[[Evidence based assessment/Preparation phase|'''Preparation phase''']]==
=== Diagnostic criteria for oppositional defiant disorder===

{{blockquotetop}}
&lt;big&gt;ICD-11 Diagnostic Criteria&lt;/big&gt;&lt;br&gt;
&lt;br&gt;
'''General Description:'''
Oppositional defiant disorder is a persistent pattern (e.g., 6 months or more) of markedly defiant, disobedient, provocative or spiteful behaviour that occurs more frequently than is typically observed in individuals of comparable age and developmental level and that is not restricted to interaction with siblings. Oppositional defiant disorder may be manifest in prevailing, persistent angry or irritable mood, often accompanied by severe temper outbursts or in headstrong, argumentative and defiant behaviour. The behavior pattern is of sufficient severity to result in significant impairment in personal, family, social, educational, occupational or other important areas of functioning
&lt;br&gt;
&lt;br&gt;
'''Oppositional Defiant Disorder With Chronic Irritability-Anger:''' All definitional requirements for oppositional defiant disorder are met. This form of oppositional defiant disorder is characterized by prevailing, persistent angry or irritable mood that may be present independent of any apparent provocation. The negative mood is often accompanied by regularly occurring severe temper outbursts that are grossly out of proportion in intensity or duration to the provocation. Chronic irritability and anger are characteristic of the individual’s functioning nearly every day, are observable across multiple settings or domains of functioning (e.g., home, school, social relationships), and are not restricted to the individual’s relationship with his/her parents or guardians. The pattern of chronic irritability and anger is not limited to occasional episodes (e.g., developmentally typical irritability) or discrete periods (e.g., irritable mood in the context of manic or depressive episodes).
*Note: The ICD-11 lists 3 additional subcategories of oppositional defiant disorder with chronic irritability-anger (i.e., with limited prosocial emotions, with typical prosocial emotions, and unspecified). They can be found [https://icd.who.int/browse11/l-m/en#/http%3a%2f%2fid.who.int%2ficd%2fentity%2f818792113 here]. 
&lt;br&gt;
'''Oppositional Defiant Disorder Without Chronic Irritability-Anger:''' 
Meets all definitional requirements for oppositional defiant disorder. This form of oppositional defiant disorder is not characterized by prevailing, persistent, angry or irritable mood, but does feature headstrong, argumentative, and defiant behavior.
*Note: The ICD-11 lists 3 additional subcategories of oppositional defiant disorder without chronic irritability-anger (i.e., with limited prosocial emotions, with typical prosocial emotions,  and unspecified). They can be found [https://icd.who.int/browse11/l-m/en#/http%3a%2f%2fid.who.int%2ficd%2fentity%2f736540987 here].
&lt;br&gt;
&lt;big&gt;Changes in DSM-5&lt;/big&gt;
&lt;br&gt;
The diagnostic criteria for ADHD changed slightly from DSM-IV to DSM-5. See the changes [https://www.ncbi.nlm.nih.gov/books/NBK519712/table/ch3.t14/ here]. 

{{blockquotebottom}}&lt;ref&gt;{{Cite web|url=https://icd.who.int/browse11/l-m/en#/http://id.who.int/icd/entity/1545599508|title=ICD-11 for Mortality and Morbidity Statistics|website=icd.who.int|access-date=2022-07-11}}&lt;/ref&gt;

===Base rates of ODD in different clinical settings===
This section describes the demographic setting of the population(s) sampled, base rates of diagnosis, country/region sampled and the diagnostic method that was used. Using this information, clinicians will be able to anchor the rate of ODD that they are likely to see in their clinical practice.

* '''''To see prevalence rates across multiple disorders, [[Evidence-based assessment/Preparation phase|click here.]]''''' 

{|class=&quot;wikitable sortable&quot; border=&quot;1&quot;
|-
! Demography 
! Setting !! Base Rate !! Diagnostic Method
|-
|| All of the U.S.  
| Nationally representative large-scale study (N = 3,119) &lt;ref&gt;Nock, M. K., Kazdin, A. E., Hiripi, E., &amp; Kessler, R. C. (2007). Lifetime prevalence, correlates, and persistence of oppositional defiant disorder: results from the National Comorbidity Survey Replication. ''Journal of Child Psychology and Psychiatry, 48''(7), 703-713.&lt;/ref&gt; 
|| 10.2% (overall)
11.2% (males) 

9.2% (females) 
|| World Health Organization (WHO) Composite International Diagnostic Interview (CIDI)&lt;sup&gt;r&lt;/sup&gt;
|-
|| Semi-rural North Carolina 
| Preschool-aged children from pediatric practices (N = 306; age 2 - 5 years old)&lt;ref&gt;Egger, H.L., &amp; Angold, A. (2006). Common emotional and behavioral disorders in preschool children: Presentation, nosology, and epidemiology. ''Journal of Child Psychiatry and Psychology, 47'', 313–337.&lt;/ref&gt; 
|| 6.6% 
|| Preschool Age Psychiatric Assessment (PAPA)&lt;sup&gt;p&lt;/sup&gt;
|-
|| Western North Carolina  
| The Great Smoky Mountains Study - longitudinal, population-based study of community sample&lt;ref&gt;Costello, E. J., Mustillo, S., Erkanli, A., Keeler, G., &amp; Angold, A. (2003) Prevalence and development of psychiatric disorders in adolescence. ''Arch Gen Psychiatry, 60'', 837-844.&lt;/ref&gt; 
|| 2.33% (overall) 
3.16% (males) 2.75% (females) 
|| Child and Adolescent Psychiatric Assessment (CAPA)&lt;sup&gt;p, y&lt;/sup&gt; 
|-
|| Chicago 
| Preschool-aged children from inner city schools and pediatric practices (N = 796; age 2 - 5 years old)&lt;ref&gt;Lavigne, J. V., LeBailly, S. A., Hopkins, J., Gouze, K. R., &amp; Binns, H. J. (2009). The prevalence of ADHD, ODD, depression, and anxiety in a community sample of 4-year-olds. ''Journal Of Clinical Child And Adolescent Psychology, 38''(3), 315-328. doi:10.1080/15374410902851382&lt;/ref&gt; 
|| 8.3% 
|| Diagnostic Interview Schedule for Children–Parent Scale–Young Child Version (DISC-YC) &lt;sup&gt;p&lt;/sup&gt;
|-
|| Various locations across USA
| Meta-analysis of 38 studies&lt;ref&gt;Canino G, Polanczyk G, Bauermeister JJ, et al. (2010) Does the prevalence of CD and ODD vary across cultures? Social Psychiatry Epidemiology, 45(7):695–704.&lt;/ref&gt; 
|| 3.3% 
|| Varied
|}

&lt;sup&gt;p&lt;/sup&gt; Parent interviewed as part of diagnostic assessment; &lt;sup&gt;y&lt;/sup&gt; youth interviewed as part of diagnostic assessment,  &lt;sup&gt;r&lt;/sup&gt; adult interviewed for retrospective report as part of diagnostic assessment

'''Note:''' Mash and Barkley note that prevalence rates of ODD must be qualified, because the definition of ODD has changed at a fast rate, the rates adolescents meeting criteria in any cross-sectional evaluation may be misleading because of the developmental progressions with and between ODD and Conduct Disorder, and categorical definitions of aggressive patterns may reflect arbitrary numbers of constituent estimates. These factors may lead to misleading prevalence rates. In addition, few studies have investigated the prevalence of ODD in preschool-aged children, and early onset of these behaviors is associated with more severe and stable impairment.&lt;ref&gt;Mash, E., &amp; Barkley, R. (Eds.). (2003). ''Child Psychopathology''. 2nd Edition. New York: Guilford Press.&lt;/ref&gt;

==[[Evidence based assessment/Prediction phase|'''Prediction phase''']]==
The following section contains a list of screening and diagnostic instruments for ODD. The section includes administration information, psychometric data, and PDFs or links to the screenings. 
* Screenings are used as part of the [[Evidence based assessment/Prediction phase|prediction phase]] of assessment; for more information on interpretation of this data, or how screenings fit in to the assessment process, click [[Evidence based assessment/Prediction phase|here]]. 
* '''''For a list of more broadly reaching screening instruments, [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prediction_phase&amp;wteswitched=1#Psychometric_properties_of_common_screening_instruments click here.]'''''

{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
! colspan=&quot;10&quot; |Screening measures for ODD
|-
! Measure
! Format (Reporter)
! Age Range
! Administration/
Completion Time
! Interrater Reliability
! Test-Retest Reliability
! Construct Validity
! Content Validity
! Highly Recommended
!Where to access
|-
|Achenbach System of Empirically Based Assessments (ASEBA): Child Behavior Checklist (CBCL)
|Parent report
|6-18 
&lt;ref name=&quot;:9&quot;&gt;{{Cite book|url=https://www.worldcat.org/oclc/1130319849|title=Assessment of disorders in childhood and adolescence|date=2020|others=Eric Arden Youngstrom, Mitchell J. Prinstein, Eric J. Mash, Russell A. Barkley|isbn=978-1-4625-4363-2|edition=Fifth edition|location=New York, NY|oclc=1130319849}}&lt;/ref&gt;
|10 - 15 minutes&lt;ref name=&quot;:9&quot; /&gt;
|A&lt;ref name=&quot;:0&quot;&gt;{{Cite book|url=https://www.worldcat.org/oclc/314222270|title=A guide to assessments that work|author=Hunsley, John|author2=Mash, Eric J.|date=2008|publisher=Oxford University Press|isbn=9780195310641|location=New York|oclc=314222270}}&lt;/ref&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|G&lt;ref name=&quot;:0&quot; /&gt;
|[[File:Light green check.svg|center|frameless|36x36px]]
|[https://store.aseba.org/School-Age-6-18-Materials/departments/11/ Purchase]  
|-
|ASEBA: Teacher Report Form (TRF) 
|Teacher report
|6-18 
&lt;ref name=&quot;:9&quot; /&gt;
|10 - 15 minutes&lt;ref name=&quot;:9&quot; /&gt;
|A&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|G&lt;ref name=&quot;:0&quot; /&gt;
|[[File:Light green check.svg|center|frameless|36x36px]]
|[https://store.aseba.org/School-Age-6-18-Materials/departments/11/ Purchase]  
|-
|ASEBA: Youth Self-Report (YSR)
|Youth self-report
|11-18 
&lt;ref name=&quot;:9&quot; /&gt;
|10 - 15 minutes&lt;ref name=&quot;:9&quot; /&gt;
|A&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|G&lt;ref name=&quot;:0&quot; /&gt;
|[[File:Light green check.svg|center|frameless|36x36px]]
|[https://store.aseba.org/School-Age-6-18-Materials/departments/11/ Purchase]  
|-
|Behavior Assessment for Children, Third Edition (BASC-3): Parent Rating Scale
|Parent report
|2-21
|10 - 20 minutes
|A&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|G&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|[[File:Light green check.svg|center|frameless|36x36px]]
|[https://www.pearsonassessments.com/store/usassessments/en/Store/Professional-Assessments/Behavior/Comprehensive/Behavior-Assessment-System-for-Children-%7C-Third-Edition-/p/100001402.html#:~:text=The%20BASC%E2%84%A2%20holds%20an,or%20adolescent's%20behavior%20and%20emotions. Purchase]
|-
|BASC-3: Teacher Rating Scale
|Teacher report
|2-21
|10 - 20 minutes
|A&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|G&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|[[File:Light green check.svg|center|frameless|36x36px]]
|[https://www.pearsonassessments.com/store/usassessments/en/Store/Professional-Assessments/Behavior/Comprehensive/Behavior-Assessment-System-for-Children-%7C-Third-Edition-/p/100001402.html#:~:text=The%20BASC%E2%84%A2%20holds%20an,or%20adolescent's%20behavior%20and%20emotions. Purchase]
|-
|BASC-3: Self-Report of Personality


|Youth self-report
|6 - college age
|30 minutes
|A&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|G&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|[[File:Light green check.svg|center|frameless|36x36px]]
|[https://www.pearsonassessments.com/store/usassessments/en/Store/Professional-Assessments/Behavior/Comprehensive/Behavior-Assessment-System-for-Children-%7C-Third-Edition-/p/100001402.html#:~:text=The%20BASC%E2%84%A2%20holds%20an,or%20adolescent's%20behavior%20and%20emotions. Purchase]
|-
|Eyberg Child Behavior Inventory (ECBI)
|Parent report
|2-16
|5 minutes
|A&lt;ref name=&quot;:0&quot; /&gt;
|G&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|[[File:Light green check.svg|center|frameless|36x36px]]
|[https://www.parinc.com/products/pkey/97 Purchase]
|-
|Sutter-Eyberg Student Behavior Inventory - Revised (SESBI-R)
|Teacher report
|2-16
|5 minutes
|A&lt;ref name=&quot;:0&quot; /&gt;
|G&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|[[File:Light green check.svg|center|frameless|36x36px]]
|[https://www.parinc.com/products/pkey/97 Purchase]
|-
|Child and Adolescent  Behavior Inventory (CABI)
|Parent Report
|3 - 18
|5 - 10 minutes
|
|A&lt;ref&gt;{{Cite journal|last=Burns|first=G. Leonard|last2=Preszler|first2=Jonathan|last3=Becker|first3=Stephen P.|date=2022-07-04|title=Psychometric and Normative Information on the Child and Adolescent Behavior Inventory in a Nationally Representative Sample of United States Children|url=https://doi.org/10.1080/15374416.2020.1852943|journal=Journal of Clinical Child &amp; Adolescent Psychology|volume=51|issue=4|pages=443–452|doi=10.1080/15374416.2020.1852943|issn=1537-4416|pmc=PMC8272731|pmid=33428463}}&lt;/ref&gt;
|
|
|
|PDF
|-
|Strengths and Difficulties Questionnaire (SDQ)
|Parent report
|3 - 16 
|3 - 5 minutes
|E&lt;ref name=&quot;:10&quot;&gt;{{Cite journal|last=Goodman|first=Robert|date=2001-11-01|title=Psychometric Properties of the Strengths and Difficulties Questionnaire|url=https://www.jaacap.org/article/S0890-8567(09)60543-8/abstract|journal=Journal of the American Academy of Child &amp; Adolescent Psychiatry|language=English|volume=40|issue=11|pages=1337–1345|doi=10.1097/00004583-200111000-00015|issn=0890-8567|pmid=11699809}}&lt;/ref&gt;
|G&lt;ref name=&quot;:10&quot; /&gt;
|
|
|
|[https://www.sdqinfo.org/a0.html SDQ Homepage][https://www.sdqinfo.org/py/sdqinfo/b0.py PDFs]
|-
|Disruptive Behavior Disorder Rating Scale
|Parent report, teacher report
|5 - 17
|5 - 10 minutes
|
|
|
|
|
|[https://web.archive.org/web/20151123022653/http://ccf.buffalo.edu/pdf/DBD_rating_scale.pdf PDF]
|}

'''Note:''' L = Less than adequate; A = Adequate; G = Good; E = Excellent; U = Unavailable; NA = Not applicable
=== Likelihood ratios and AUCs of screening instruments for ODD ===
* '''''For a list of the likelihood ratios for more broadly reaching screening instruments, [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prediction_phase&amp;wteswitched=1#Likelihood_ratios_and_AUCs_of_common_screening_instruments click here.]''''' 
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
! Screening Measure (Primary Reference)
! Area Under Curve (AUC)
! LR+ (Score)
! LR- (Score)
! Clinical Generalizability
!Where to Access
|-
|
|
|
|
|
|
|-
|
|
|
|
|
|
|}

'''Note:''' “LR+” refers to the change in likelihood ratio associated with a positive test score, and “LR-” is the likelihood ratio for a low score. Likelihood ratios of 1 indicate that the test result did not change impressions at all. LRs larger than 10 or smaller than .10 are frequently clinically decisive; 5 or .20 are helpful, and between 2.0 and .5 are small enough that they rarely result in clinically meaningful changes of formulation&lt;ref&gt;Sackett, D. L., Straus, S. E., Richardson, W. S., Rosenberg, W., &amp; Haynes, R. B. (2000). Evidence-based medicine: How to practice and teach EBM. Edinburgh: Churchill Livingstone.&lt;/ref&gt;.

'''Search terms:''' [Oppositional Defiant Disorder] AND [sensitivity OR specificity] in GoogleScholar and PsychINFO

=== Interpreting ODD screening measure scores ===

* For information on interpreting screening measure scores, click [[Evidence based assessment/Prediction phase#Interpreting screening measure scores|here.]]

== [[Evidence based assessment/Prescription phase|'''Prescription phase''']] ==

=== Gold standard diagnostic interviews ===

* For a list of broad reaching diagnostic interviews sortable by disorder with PDFs (if applicable), [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prescription_phase&amp;wteswitched=1#Common_Diagnostic_Interviews click here.]

=== Recommended diagnostic instruments for ODD ===

=== Stage 2: ===

*Structured Diagnostic Interview
**Available online: [https://mfr.osf.io/render?url=https://osf.io/pqhxy/?action=download%26mode=render KSADS]
**Helps to assess potential comorbidity. 
*Standardized intelligence test ''(e.g., WASI, WISC****)'' and academic achievement screener ''(e.g., WRAT, WIAT, WJ cog****)''
*Developmental and medical history obtained through clinical interview
*Observational analogues, including parent-child interactions – examples:
**Child’s Game: child directed play
**Parent’s Game: parent directed play 
**Clean Up: clean up task in which parent instructs child to clean up specific toys
*Parent observation measures
**E.g., Parent Daily Report
*Level of functional impairment or adaptive disability determined through interviews or ratings 
**E.g., Child and Adolescent Functional Assessment Scale
*Age of onset of conduct problems established through clinical or structured interviews with parent or youth
**Helps determine developmental pathway, which has implications for the “three P’s”.&lt;ref&gt;Moffitt, T. E. (1993). Adolescence-Limited and Life-Course-Persistent Antisocial Behavior: A Developmental Taxonomy. ''Psychological Review'', ''100''(4), 674–701.&lt;/ref&gt;
**Helps determine temporal ordering of potential comorbid disorders (e.g., did anxiety problems precede conduct problems, or vice-versa?), which also has implications for “three P’s”

=== Stage 3: ===

*Broader social and environmental context should be assessed.
**E.g., Neighborhood Questionnaire, Community Interaction Checklist, Things I Have Seen and Heard
*Assessment of social informational processing could yield important information relevant to the “three P’s”
**E.g., Intention-Cue Detection Task
*Parental/personal adjustment assessment to assess for familial risk factors
**E.g., Antisocial Behavior Checklist
*Further assessments specific to the symptomatology of the child or adolescent should be conducted
**E.g., assessments specific to fire-setting behaviors

'''Additional notes:'''
*Covert conduct problem behaviors are difficult to assess, and the clinical utility of some innovative observational paradigms needs to be demonstrated. 
*McMahon &amp; Frick (2005) point to the “recent proliferation of research concerning girls and CP (p. 496) and suggest that this emerging research “should facilitate the development of evidence-based guidelines that are applicable to girls in the near future.” For the time being, they recommend following the same guidelines for girls as for boys, with the addition of a measure of relational aggression in girls.&lt;ref name=&quot;:0&quot; /&gt;

== Demographic information ==


==Diagnosis==

&lt;nowiki&gt;***&lt;/nowiki&gt; Recommend adding DSM-5 criteria (and ICD specifiers?)


===Recommended diagnostic interviews=== 

[http://narr.bmap.ucla.edu/docs/MINI_v5_002006.pdf &quot;The Mini International Neuropsychiatric Interview for Children&amp;Prime;] (MINI-Kids)-available  and &amp;Prime;the Kiddie-SADS-Present and Lifetime Version&quot; [https://mfr.osf.io/render?url=https://osf.io/r47d9/?action=download%26mode=render KSADS-PL DSM-5 November 2016: Supplemental #4: Neurodevelopmental, Disruptive, and Conduct Disorders Supplement].

===Screening instruments===

The following table provides diagnostic efficiency information for the Child Behavior Checklist (CBCL; Achenbach, 1991; hardcopy and scoring system available at the Finley Clinic); the Strengths and Difficulties Questionnaire&lt;ref name=&quot;:6&quot;&gt;Goodman, R. (1997). The Strengths and Difficulties Questionnaire: A Research Note. ''Journal of Child Psychology and Psychiatry'', ''38''(5), 581–586. Retrieved from &lt;nowiki&gt;https://doi.org/10.1111/j.1469-7610.1997.tb01545.x&lt;/nowiki&gt;&lt;/ref&gt;; see http://www.sdqinfo.com/ to access the questionnaire and scoring information; and the Eyberg Child Behavior Index (ECBI)&lt;ref name=&quot;:8&quot;&gt;Eyberg, S. M., &amp; Robinson, E. A. (1983). Conduct problem behavior: Standardization of a behavioral rating scale with adolescents. Journal of Clinical Child Psychology, 12 (3), 347-354.&lt;/ref&gt;. '''Appendix 2''' includes a copy of the Eyberg Child Behavior Checklist&lt;ref name=&quot;:8&quot; /&gt;.

===Psychometric properties of screening measures for ODD===
{| class=&quot;wikitable&quot;
|-
! Screening Measure (Primary Preference) !! AUC !! LR+ (Score) !! LR- (Score) !! Citation
|-
| MINI-Kids || .81&lt;ref name=&quot;:1&quot;&gt;Sheehan, D. V., Sheehan, K. H., Shytle, R. D., Janavs, J., Bannon, Y., Rogers, J. E., ... &amp; Wilkinson, B. (2010). Reliability and validity of the Mini International Neuropsychiatric Interview for children and adolescents (MINI-KID). ''The Journal of clinical psychiatry, 71''(3), 313-326.&lt;/ref&gt;|| 3.00&lt;ref name=&quot;:1&quot; /&gt;|| .65&lt;ref name=&quot;:1&quot; /&gt;|| 
|- 
| colspan=&quot;8&quot;  span style=&quot;font-size:110%; text-align:center;&quot; | &lt;b&gt; Children and Adolescents (6 to 18 years)&lt;/b&gt;
|-
| CBCL Aggression ''T''-score&lt;ref name=&quot;:7&quot;&gt;Achenbach, T. M. (1991a). ''Manual for the Child Behavior Checklist/4–18 and 1991 Profile''. Burlington , VT : University of Vermont Department of Psychiatry.&lt;/ref&gt;|| .803 (''N''=370)&lt;ref name=&quot;:2&quot;&gt;{{Cite journal|last=Fresco|first=David M.|last2=Mennin|first2=Douglas S.|last3=Heimberg|first3=Richard G.|last4=Turk|first4=Cynthia L.|title=Using the Penn State Worry Questionnaire to identify individuals with generalized anxiety disorder: a receiver operating characteristic analysis|url=http://linkinghub.elsevier.com/retrieve/pii/S0005791603000569|journal=Journal of Behavior Therapy and Experimental Psychiatry|volume=34|issue=3-4|pages=283–291|doi=10.1016/j.jbtep.2003.09.001}}&lt;/ref&gt;|| 4.18 (55+)&lt;ref name=&quot;:2&quot; /&gt;|| .35 (&lt;55)&lt;ref name=&quot;:2&quot; /&gt;|| 
|-
|  || .71 (''N''=475)&lt;ref name=&quot;:3&quot;&gt;Ebesutani, C., Bernstein, A., Nakamura, B. J., Chorpita, B. F., Higa-McMillan, C. K., &amp; Weisz, J. R. (2010). Concurrent validity of the child behavior checklist DSM-oriented scales: Correspondence with DSM diagnoses and comparison to syndrome scales. ''Journal of Psychopathology and Behavioral Assessment, 32''(3), 373-384.&lt;/ref&gt;|| ------- || ------- || 
|-
| CBCL DSM-Oriented Scales&lt;ref name=&quot;:7&quot; /&gt;|| .71 (N=475)&lt;ref name=&quot;:3&quot; /&gt;|| ------- || ------- || 
|-
|  || ------- || 2.46 (60+ to 70+)*&lt;ref name=&quot;:4&quot;&gt;Warnick, E. M., Bracken, M. B., &amp; Kasl, S. (2008). Screening efficiency of the Child Behavior Checklist and Strengths and Difficulties Questionnaire: a systematic review. ''Child and Adolescent Mental Health, 13''(3), 140-147.&lt;/ref&gt;|| .54 (&lt;60 to &lt;70)*&lt;ref name=&quot;:4&quot; /&gt;|| 
|-
| colspan=&quot;8&quot;  span style=&quot;font-size:110%; text-align:center;&quot; | &lt;b&gt; Children and Adolescents (4 to 12 years)&lt;/b&gt;
|-
| SDQ- Conduct Problems Scale&lt;ref name=&quot;:6&quot; /&gt;|| ------- || 8.33 (Not specified)*&lt;ref name=&quot;:4&quot; /&gt;|| .27 (Not specified)*&lt;ref name=&quot;:4&quot; /&gt;|| 
|-
| colspan=&quot;8&quot;  span style=&quot;font-size:110%; text-align:center;&quot; | &lt;b&gt; Children and Adolescents (2 to 16 years)&lt;/b&gt;
|-
| ECBI- Intensity Scale&lt;ref name=&quot;:8&quot; /&gt;|| ------- || 6.92 (131+)&lt;ref name=&quot;:5&quot;&gt;{{Cite journal|last=Plummer|first=Faye|last2=Manea|first2=Laura|last3=Trepel|first3=Dominic|last4=McMillan|first4=Dean|date=2016-03-01|title=Screening for anxiety disorders with the GAD-7 and GAD-2: a systematic review and diagnostic metaanalysis|url=https://www.sciencedirect.com/science/article/pii/S0163834315002406|journal=General Hospital Psychiatry|language=en|volume=39|pages=24–31|doi=10.1016/j.genhosppsych.2015.11.005|issn=0163-8343}}&lt;/ref&gt;|| .11 (&lt;131)&lt;ref name=&quot;:5&quot; /&gt;|| 
|}

'''Note:''' “LR+” refers to the change in likelihood ratio associated with a positive test score, and “LR-” is the likelihood ratio for a low score. Likelihood ratios of 1 indicate that the test result did not change impressions at all. LRs larger than 10 or smaller than .10 are frequently clinically decisive; 5 or .20 are helpful, and between 2.0 and .5 are small enough that they rarely result in clinically meaningful changes of formulation&lt;ref&gt;Sackett D, Strauss S, Richardson W, et al. Evidence-Based Medicine: How to Practice and Teach EBM.2nd ed. Churchill Livingstone; Edinburgh: 2000.&lt;/ref&gt;.

''Searches (specified below) did not yield any data about sensitivity, specificity, AUC, or ROC for the Externalizing scale of the CBCL. Searches also did not yield data about TRF or YSR scales for Aggression or Externalizing: Achenbach and Rescorla (2001) provide data about clinically referred vs. non-referred samples but not about samples with oppositional disorder specifically; thus, only AUC and LRs for the Aggression scale are reported. In addition, searches did not yield any information on the AUC for Oppositional Defiant Disorder, however, there are studies looking at the AUC for the SDQ at differentiating clinical from non-clinical samples. Also, there was no information on the Problem Scale of the ECBI, and no information on the AUC for the ECBI.''

==Treatment==
===Behavioral parent training===

Behavioral Parent Training is considered the most effective treatment for childhood disruptive behavior disorders (e.g., Oppositional Defiant Disorder), especially for younger children (i.e., 3-8 year-olds). See http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/rule-breaking-defiance-and-acting-out/ a website sponsored by The Society for Child and Adolescent Psychology (APA, Division 53) and the Association for Behavioral and Cognitive Therapies (ABCT), for current summary of evidence-based treatments. 

===Overview of recommendations for assessment and treatment=== 
See the [https://pathways.nice.org.uk/pathways/antisocial-behaviour-and-conduct-disorders-in-children-and-young-people#content=view-info-category%3Aview-about-menu National Institute for Health and Care Excellence (NICE) Practice Guidelines for Childhood Conduct Disorders], for an overview of recommendations for both assessment and treatment of Oppositional Defiant Disorder.

==Process and outcome measures==
===Severity and outcome===

====Clinically significant change benchmarks with common instruments====
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
|-
| rowspan=1&quot; style=&quot;text-align:center;font-size:130%;&quot; | &lt;b&gt; Measure&lt;/b&gt;
| style=&quot;text-align:center;font-size:130%;&quot; | &lt;b&gt; Subscale&lt;/b&gt;
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:130%&quot; width=&quot;300&quot; | &lt;b&gt; Cut-off scores&lt;/b&gt;
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:120%&quot; | &lt;b&gt; Critical Change &lt;br&gt; (unstandardized scores)&lt;/b&gt;
|-
| colspan=&quot;8&quot;  span style=&quot;font-size:110%; text-align:center;&quot; | &lt;b&gt; Benchmarks Based on Published Norms&lt;/b&gt;
|-
| colspan=&quot;2&quot; |
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; A&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; B&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; C&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; 95%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; 90%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; SE&lt;sub&gt;difference&lt;/sub&gt;&lt;/b&gt;
|-
|rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | &lt;b&gt; CBCL T-scores &lt;br&gt; (2001 Norms)&lt;/b&gt;
| style=&quot;text-align:right;&quot; | &lt;i&gt; Externalizing&lt;/i&gt;
| style=&quot;text-align:center;&quot;| 49
| style=&quot;text-align:center;&quot;| 70
| style=&quot;text-align:center;&quot;| 58
| style=&quot;text-align:center;&quot;| 7
| style=&quot;text-align:center;&quot;| 6
| style=&quot;text-align:center;&quot;| 3.4
|-
| colspan=&quot;8&quot;  span style=&quot;font-size:110%; text-align:center;&quot; | &lt;b&gt; CBCL Benchmarks Based on Oppositional Defiant Disorder Samples Were Not Found in Searches*&lt;/b&gt;
|-
| rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | &lt;b&gt; ECBI Scaled Scores &lt;br&gt; (1983 Norms)&lt;/b&gt;
| style=&quot;text-align:right;&quot; | &lt;i&gt; Intensity&lt;/i&gt;
| style=&quot;text-align:center;&quot;| 80.1
| style=&quot;text-align:center;&quot;| 169.5
| style=&quot;text-align:center;&quot;| 112.9
| style=&quot;text-align:center;&quot;| 9.5
| style=&quot;text-align:center;&quot;| 8
| style=&quot;text-align:center;&quot;| 4.8
|-
| rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | &lt;b&gt; ECBI Scaled Scores &lt;br&gt; (1983 Norms)&lt;/b&gt;
| style=&quot;text-align:right;&quot; | &lt;i&gt; Problem&lt;/i&gt;
| style=&quot;text-align:center;&quot;| 3.9
| style=&quot;text-align:center;&quot;| 17.7
| style=&quot;text-align:center;&quot;| 11.5
| style=&quot;text-align:center;&quot;| 2.1
| style=&quot;text-align:center;&quot;| 1.8
| style=&quot;text-align:center;&quot;| 1.1
|}

'''Note:''' “A” = Away from the clinical range, “B” = Back into the nonclinical range, “C” = Closer to the nonclinical than clinical mean. 

'''Search terms:''' (1) “Strengths and Difficulties Questionnaire,” (2) Strengths and Difficulties Questionnaire AND benchmarks, searches previously mentioned.

=== Process measures===
See Section 1.1 for overview of evidence-based measures to use depending on etiology and symptomatology of Oppositional Defiant Disorder.

== External Links ==
*[https://sccap53.org Society of Clinical Child and Adolescent Psychology]
*http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/rule-breaking-defiance-and-acting-out/

== References ==
{{collapse top|Click here for references}}
{{Reflist|30em}}

[[Category:Psychological disorder portfolios|{{SUBPAGENAME}}]]
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        <id>2943941</id>
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      <comment>/* Prescription phase */</comment>
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{{medical disclaimer}}
{{:{{BASEPAGENAME}}/Sidebar}}

==[[Evidence based assessment/Portfolio template/What is a &quot;portfolio&quot;|'''What is a &quot;portfolio&quot;?''']]==
* For background information on what assessment portfolios are, click the link in the heading above.

==[[Evidence based assessment/Preparation phase|'''Preparation phase''']]==
=== Diagnostic criteria for oppositional defiant disorder===

{{blockquotetop}}
&lt;big&gt;ICD-11 Diagnostic Criteria&lt;/big&gt;&lt;br&gt;
&lt;br&gt;
'''General Description:'''
Oppositional defiant disorder is a persistent pattern (e.g., 6 months or more) of markedly defiant, disobedient, provocative or spiteful behaviour that occurs more frequently than is typically observed in individuals of comparable age and developmental level and that is not restricted to interaction with siblings. Oppositional defiant disorder may be manifest in prevailing, persistent angry or irritable mood, often accompanied by severe temper outbursts or in headstrong, argumentative and defiant behaviour. The behavior pattern is of sufficient severity to result in significant impairment in personal, family, social, educational, occupational or other important areas of functioning
&lt;br&gt;
&lt;br&gt;
'''Oppositional Defiant Disorder With Chronic Irritability-Anger:''' All definitional requirements for oppositional defiant disorder are met. This form of oppositional defiant disorder is characterized by prevailing, persistent angry or irritable mood that may be present independent of any apparent provocation. The negative mood is often accompanied by regularly occurring severe temper outbursts that are grossly out of proportion in intensity or duration to the provocation. Chronic irritability and anger are characteristic of the individual’s functioning nearly every day, are observable across multiple settings or domains of functioning (e.g., home, school, social relationships), and are not restricted to the individual’s relationship with his/her parents or guardians. The pattern of chronic irritability and anger is not limited to occasional episodes (e.g., developmentally typical irritability) or discrete periods (e.g., irritable mood in the context of manic or depressive episodes).
*Note: The ICD-11 lists 3 additional subcategories of oppositional defiant disorder with chronic irritability-anger (i.e., with limited prosocial emotions, with typical prosocial emotions, and unspecified). They can be found [https://icd.who.int/browse11/l-m/en#/http%3a%2f%2fid.who.int%2ficd%2fentity%2f818792113 here]. 
&lt;br&gt;
'''Oppositional Defiant Disorder Without Chronic Irritability-Anger:''' 
Meets all definitional requirements for oppositional defiant disorder. This form of oppositional defiant disorder is not characterized by prevailing, persistent, angry or irritable mood, but does feature headstrong, argumentative, and defiant behavior.
*Note: The ICD-11 lists 3 additional subcategories of oppositional defiant disorder without chronic irritability-anger (i.e., with limited prosocial emotions, with typical prosocial emotions,  and unspecified). They can be found [https://icd.who.int/browse11/l-m/en#/http%3a%2f%2fid.who.int%2ficd%2fentity%2f736540987 here].
&lt;br&gt;
&lt;big&gt;Changes in DSM-5&lt;/big&gt;
&lt;br&gt;
The diagnostic criteria for ADHD changed slightly from DSM-IV to DSM-5. See the changes [https://www.ncbi.nlm.nih.gov/books/NBK519712/table/ch3.t14/ here]. 

{{blockquotebottom}}&lt;ref&gt;{{Cite web|url=https://icd.who.int/browse11/l-m/en#/http://id.who.int/icd/entity/1545599508|title=ICD-11 for Mortality and Morbidity Statistics|website=icd.who.int|access-date=2022-07-11}}&lt;/ref&gt;

===Base rates of ODD in different clinical settings===
This section describes the demographic setting of the population(s) sampled, base rates of diagnosis, country/region sampled and the diagnostic method that was used. Using this information, clinicians will be able to anchor the rate of ODD that they are likely to see in their clinical practice.

* '''''To see prevalence rates across multiple disorders, [[Evidence-based assessment/Preparation phase|click here.]]''''' 

{|class=&quot;wikitable sortable&quot; border=&quot;1&quot;
|-
! Demography 
! Setting !! Base Rate !! Diagnostic Method
|-
|| All of the U.S.  
| Nationally representative large-scale study (N = 3,119) &lt;ref&gt;Nock, M. K., Kazdin, A. E., Hiripi, E., &amp; Kessler, R. C. (2007). Lifetime prevalence, correlates, and persistence of oppositional defiant disorder: results from the National Comorbidity Survey Replication. ''Journal of Child Psychology and Psychiatry, 48''(7), 703-713.&lt;/ref&gt; 
|| 10.2% (overall)
11.2% (males) 

9.2% (females) 
|| World Health Organization (WHO) Composite International Diagnostic Interview (CIDI)&lt;sup&gt;r&lt;/sup&gt;
|-
|| Semi-rural North Carolina 
| Preschool-aged children from pediatric practices (N = 306; age 2 - 5 years old)&lt;ref&gt;Egger, H.L., &amp; Angold, A. (2006). Common emotional and behavioral disorders in preschool children: Presentation, nosology, and epidemiology. ''Journal of Child Psychiatry and Psychology, 47'', 313–337.&lt;/ref&gt; 
|| 6.6% 
|| Preschool Age Psychiatric Assessment (PAPA)&lt;sup&gt;p&lt;/sup&gt;
|-
|| Western North Carolina  
| The Great Smoky Mountains Study - longitudinal, population-based study of community sample&lt;ref&gt;Costello, E. J., Mustillo, S., Erkanli, A., Keeler, G., &amp; Angold, A. (2003) Prevalence and development of psychiatric disorders in adolescence. ''Arch Gen Psychiatry, 60'', 837-844.&lt;/ref&gt; 
|| 2.33% (overall) 
3.16% (males) 2.75% (females) 
|| Child and Adolescent Psychiatric Assessment (CAPA)&lt;sup&gt;p, y&lt;/sup&gt; 
|-
|| Chicago 
| Preschool-aged children from inner city schools and pediatric practices (N = 796; age 2 - 5 years old)&lt;ref&gt;Lavigne, J. V., LeBailly, S. A., Hopkins, J., Gouze, K. R., &amp; Binns, H. J. (2009). The prevalence of ADHD, ODD, depression, and anxiety in a community sample of 4-year-olds. ''Journal Of Clinical Child And Adolescent Psychology, 38''(3), 315-328. doi:10.1080/15374410902851382&lt;/ref&gt; 
|| 8.3% 
|| Diagnostic Interview Schedule for Children–Parent Scale–Young Child Version (DISC-YC) &lt;sup&gt;p&lt;/sup&gt;
|-
|| Various locations across USA
| Meta-analysis of 38 studies&lt;ref&gt;Canino G, Polanczyk G, Bauermeister JJ, et al. (2010) Does the prevalence of CD and ODD vary across cultures? Social Psychiatry Epidemiology, 45(7):695–704.&lt;/ref&gt; 
|| 3.3% 
|| Varied
|}

&lt;sup&gt;p&lt;/sup&gt; Parent interviewed as part of diagnostic assessment; &lt;sup&gt;y&lt;/sup&gt; youth interviewed as part of diagnostic assessment,  &lt;sup&gt;r&lt;/sup&gt; adult interviewed for retrospective report as part of diagnostic assessment

'''Note:''' Mash and Barkley note that prevalence rates of ODD must be qualified, because the definition of ODD has changed at a fast rate, the rates adolescents meeting criteria in any cross-sectional evaluation may be misleading because of the developmental progressions with and between ODD and Conduct Disorder, and categorical definitions of aggressive patterns may reflect arbitrary numbers of constituent estimates. These factors may lead to misleading prevalence rates. In addition, few studies have investigated the prevalence of ODD in preschool-aged children, and early onset of these behaviors is associated with more severe and stable impairment.&lt;ref&gt;Mash, E., &amp; Barkley, R. (Eds.). (2003). ''Child Psychopathology''. 2nd Edition. New York: Guilford Press.&lt;/ref&gt;

==[[Evidence based assessment/Prediction phase|'''Prediction phase''']]==
The following section contains a list of screening and diagnostic instruments for ODD. The section includes administration information, psychometric data, and PDFs or links to the screenings. 
* Screenings are used as part of the [[Evidence based assessment/Prediction phase|prediction phase]] of assessment; for more information on interpretation of this data, or how screenings fit in to the assessment process, click [[Evidence based assessment/Prediction phase|here]]. 
* '''''For a list of more broadly reaching screening instruments, [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prediction_phase&amp;wteswitched=1#Psychometric_properties_of_common_screening_instruments click here.]'''''

{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
! colspan=&quot;10&quot; |Screening measures for ODD
|-
! Measure
! Format (Reporter)
! Age Range
! Administration/
Completion Time
! Interrater Reliability
! Test-Retest Reliability
! Construct Validity
! Content Validity
! Highly Recommended
!Where to access
|-
|Achenbach System of Empirically Based Assessments (ASEBA): Child Behavior Checklist (CBCL)
|Parent report
|6-18 
&lt;ref name=&quot;:9&quot;&gt;{{Cite book|url=https://www.worldcat.org/oclc/1130319849|title=Assessment of disorders in childhood and adolescence|date=2020|others=Eric Arden Youngstrom, Mitchell J. Prinstein, Eric J. Mash, Russell A. Barkley|isbn=978-1-4625-4363-2|edition=Fifth edition|location=New York, NY|oclc=1130319849}}&lt;/ref&gt;
|10 - 15 minutes&lt;ref name=&quot;:9&quot; /&gt;
|A&lt;ref name=&quot;:0&quot;&gt;{{Cite book|url=https://www.worldcat.org/oclc/314222270|title=A guide to assessments that work|author=Hunsley, John|author2=Mash, Eric J.|date=2008|publisher=Oxford University Press|isbn=9780195310641|location=New York|oclc=314222270}}&lt;/ref&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|G&lt;ref name=&quot;:0&quot; /&gt;
|[[File:Light green check.svg|center|frameless|36x36px]]
|[https://store.aseba.org/School-Age-6-18-Materials/departments/11/ Purchase]  
|-
|ASEBA: Teacher Report Form (TRF) 
|Teacher report
|6-18 
&lt;ref name=&quot;:9&quot; /&gt;
|10 - 15 minutes&lt;ref name=&quot;:9&quot; /&gt;
|A&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|G&lt;ref name=&quot;:0&quot; /&gt;
|[[File:Light green check.svg|center|frameless|36x36px]]
|[https://store.aseba.org/School-Age-6-18-Materials/departments/11/ Purchase]  
|-
|ASEBA: Youth Self-Report (YSR)
|Youth self-report
|11-18 
&lt;ref name=&quot;:9&quot; /&gt;
|10 - 15 minutes&lt;ref name=&quot;:9&quot; /&gt;
|A&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|G&lt;ref name=&quot;:0&quot; /&gt;
|[[File:Light green check.svg|center|frameless|36x36px]]
|[https://store.aseba.org/School-Age-6-18-Materials/departments/11/ Purchase]  
|-
|Behavior Assessment for Children, Third Edition (BASC-3): Parent Rating Scale
|Parent report
|2-21
|10 - 20 minutes
|A&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|G&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|[[File:Light green check.svg|center|frameless|36x36px]]
|[https://www.pearsonassessments.com/store/usassessments/en/Store/Professional-Assessments/Behavior/Comprehensive/Behavior-Assessment-System-for-Children-%7C-Third-Edition-/p/100001402.html#:~:text=The%20BASC%E2%84%A2%20holds%20an,or%20adolescent's%20behavior%20and%20emotions. Purchase]
|-
|BASC-3: Teacher Rating Scale
|Teacher report
|2-21
|10 - 20 minutes
|A&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|G&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|[[File:Light green check.svg|center|frameless|36x36px]]
|[https://www.pearsonassessments.com/store/usassessments/en/Store/Professional-Assessments/Behavior/Comprehensive/Behavior-Assessment-System-for-Children-%7C-Third-Edition-/p/100001402.html#:~:text=The%20BASC%E2%84%A2%20holds%20an,or%20adolescent's%20behavior%20and%20emotions. Purchase]
|-
|BASC-3: Self-Report of Personality


|Youth self-report
|6 - college age
|30 minutes
|A&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|G&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|[[File:Light green check.svg|center|frameless|36x36px]]
|[https://www.pearsonassessments.com/store/usassessments/en/Store/Professional-Assessments/Behavior/Comprehensive/Behavior-Assessment-System-for-Children-%7C-Third-Edition-/p/100001402.html#:~:text=The%20BASC%E2%84%A2%20holds%20an,or%20adolescent's%20behavior%20and%20emotions. Purchase]
|-
|Eyberg Child Behavior Inventory (ECBI)
|Parent report
|2-16
|5 minutes
|A&lt;ref name=&quot;:0&quot; /&gt;
|G&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|[[File:Light green check.svg|center|frameless|36x36px]]
|[https://www.parinc.com/products/pkey/97 Purchase]
|-
|Sutter-Eyberg Student Behavior Inventory - Revised (SESBI-R)
|Teacher report
|2-16
|5 minutes
|A&lt;ref name=&quot;:0&quot; /&gt;
|G&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|[[File:Light green check.svg|center|frameless|36x36px]]
|[https://www.parinc.com/products/pkey/97 Purchase]
|-
|Child and Adolescent  Behavior Inventory (CABI)
|Parent Report
|3 - 18
|5 - 10 minutes
|
|A&lt;ref&gt;{{Cite journal|last=Burns|first=G. Leonard|last2=Preszler|first2=Jonathan|last3=Becker|first3=Stephen P.|date=2022-07-04|title=Psychometric and Normative Information on the Child and Adolescent Behavior Inventory in a Nationally Representative Sample of United States Children|url=https://doi.org/10.1080/15374416.2020.1852943|journal=Journal of Clinical Child &amp; Adolescent Psychology|volume=51|issue=4|pages=443–452|doi=10.1080/15374416.2020.1852943|issn=1537-4416|pmc=PMC8272731|pmid=33428463}}&lt;/ref&gt;
|
|
|
|PDF
|-
|Strengths and Difficulties Questionnaire (SDQ)
|Parent report
|3 - 16 
|3 - 5 minutes
|E&lt;ref name=&quot;:10&quot;&gt;{{Cite journal|last=Goodman|first=Robert|date=2001-11-01|title=Psychometric Properties of the Strengths and Difficulties Questionnaire|url=https://www.jaacap.org/article/S0890-8567(09)60543-8/abstract|journal=Journal of the American Academy of Child &amp; Adolescent Psychiatry|language=English|volume=40|issue=11|pages=1337–1345|doi=10.1097/00004583-200111000-00015|issn=0890-8567|pmid=11699809}}&lt;/ref&gt;
|G&lt;ref name=&quot;:10&quot; /&gt;
|
|
|
|[https://www.sdqinfo.org/a0.html SDQ Homepage][https://www.sdqinfo.org/py/sdqinfo/b0.py PDFs]
|-
|Disruptive Behavior Disorder Rating Scale
|Parent report, teacher report
|5 - 17
|5 - 10 minutes
|
|
|
|
|
|[https://web.archive.org/web/20151123022653/http://ccf.buffalo.edu/pdf/DBD_rating_scale.pdf PDF]
|}

'''Note:''' L = Less than adequate; A = Adequate; G = Good; E = Excellent; U = Unavailable; NA = Not applicable
=== Likelihood ratios and AUCs of screening instruments for ODD ===
* '''''For a list of the likelihood ratios for more broadly reaching screening instruments, [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prediction_phase&amp;wteswitched=1#Likelihood_ratios_and_AUCs_of_common_screening_instruments click here.]''''' 
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
! Screening Measure (Primary Reference)
! Area Under Curve (AUC)
! LR+ (Score)
! LR- (Score)
! Clinical Generalizability
!Where to Access
|-
|
|
|
|
|
|
|-
|
|
|
|
|
|
|}

'''Note:''' “LR+” refers to the change in likelihood ratio associated with a positive test score, and “LR-” is the likelihood ratio for a low score. Likelihood ratios of 1 indicate that the test result did not change impressions at all. LRs larger than 10 or smaller than .10 are frequently clinically decisive; 5 or .20 are helpful, and between 2.0 and .5 are small enough that they rarely result in clinically meaningful changes of formulation&lt;ref&gt;Sackett, D. L., Straus, S. E., Richardson, W. S., Rosenberg, W., &amp; Haynes, R. B. (2000). Evidence-based medicine: How to practice and teach EBM. Edinburgh: Churchill Livingstone.&lt;/ref&gt;.

'''Search terms:''' [Oppositional Defiant Disorder] AND [sensitivity OR specificity] in GoogleScholar and PsychINFO

=== Interpreting ODD screening measure scores ===

* For information on interpreting screening measure scores, click [[Evidence based assessment/Prediction phase#Interpreting screening measure scores|here.]]

== [[Evidence based assessment/Prescription phase|'''Prescription phase''']] ==

=== Gold standard diagnostic interviews ===

* For a list of broad reaching diagnostic interviews sortable by disorder with PDFs (if applicable), [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prescription_phase&amp;wteswitched=1#Common_Diagnostic_Interviews click here.]

=== Recommended diagnostic instruments for ODD ===
=== Recommended diagnostic instruments for GAD ===
{| class=&quot;wikitable sortable&quot;
! colspan=&quot;10&quot; |Diagnostic instruments for GAD
|-
!Measure
!Format (Reporter)
!Age Range
!Administration/
Completion Time
!Interrater Reliability
!Test-Retest Reliability
!Construct Validity
!Content Validity
!Highly Recommended
!Free and Accessible Measures
|-
|Anxiety Disorders Interview Schedule for Children (ADIS-C)&lt;ref name=&quot;:1&quot;&gt;{{Cite journal|date=2001-08-01|title=Test-Retest Reliability of Anxiety Symptoms and Diagnoses With the Anxiety Disorders Interview Schedule for DSM-IV: Child and Parent Versions|url=https://www.sciencedirect.com/science/article/pii/S0890856709603427|journal=Journal of the American Academy of Child &amp; Adolescent Psychiatry|language=en|volume=40|issue=8|pages=937–944|doi=10.1097/00004583-200108000-00016|issn=0890-8567}}&lt;/ref&gt;
|Child
|6-16&lt;ref name=&quot;:5&quot;&gt;{{Cite journal|last=LYNEHAM|first=HEIDI J.|last2=ABBOTT|first2=MAREE J.|last3=RAPEE|first3=RONALD M.|date=2007-06|title=Interrater Reliability of the Anxiety Disorders Interview Schedule for DSM-IV: Child and Parent Version|url=https://doi.org/10.1097/chi.0b013e3180465a09|journal=Journal of the American Academy of Child &amp;amp; Adolescent Psychiatry|volume=46|issue=6|pages=731–736|doi=10.1097/chi.0b013e3180465a09|issn=0890-8567}}&lt;/ref&gt;
|Varies
|E&lt;ref name=&quot;:1&quot; /&gt;
|E&lt;ref name=&quot;:1&quot; /&gt;
|G to E&lt;ref name=&quot;:1&quot; /&gt;
|N/A
|
|[https://www.google.com/books/edition/Anxiety_Disorders_Interview_Schedule_ADI/TOtZAAAACAAJ?hl=en Purchase]
|-
|Anxiety Disorders Interview Schedule for Children (ADIS-P)&lt;ref name=&quot;:1&quot; /&gt;
|Parent
|6-16&lt;ref name=&quot;:5&quot; /&gt;
|Varies
|E&lt;ref name=&quot;:1&quot; /&gt;
|E&lt;ref name=&quot;:1&quot; /&gt;
|E&lt;ref name=&quot;:1&quot; /&gt;
|N/A
|
|[https://www.google.com/books/edition/Anxiety_Disorders_Interview_Schedule_ADI/TOtZAAAACAAJ?hl=en Purchase]
|-
|Anxiety Disorders Interview Schedule for DSM-IV (ADIS-IV)
&lt;nowiki&gt;*&lt;/nowiki&gt;not free
|Adult 
|16+
|Varies
|A&lt;ref name=&quot;:0&quot; /&gt;
|NA&lt;ref name=&quot;:0&quot; /&gt;
|A&lt;ref name=&quot;:0&quot; /&gt;
|A&lt;ref name=&quot;:0&quot; /&gt;
|&lt;ref name=&quot;:0&quot; /&gt;[[File:Light green check.svg|center|frameless|50x50px]]
|
|-
|Structured Clinical Interview for DSM-IV-TR for Axis I Disorders (SCID-I/P)
&lt;nowiki&gt;*&lt;/nowiki&gt;not free
|
|
|Varies
|A&lt;ref name=&quot;:0&quot; /&gt;
|NA&lt;ref name=&quot;:0&quot; /&gt;
|A&lt;ref name=&quot;:0&quot; /&gt;
|A&lt;ref name=&quot;:0&quot; /&gt;
|
|[http://www.scid4.org/ Website and purchase]
|-
|Structured Clinical Interview for DSM-IV-TR for Axis II Disorders (SCID-II)
&lt;nowiki&gt;*&lt;/nowiki&gt;not free
|
|
|Varies
|E&lt;ref name=&quot;:0&quot; /&gt;
|NA&lt;ref name=&quot;:0&quot; /&gt;
|U&lt;ref name=&quot;:0&quot; /&gt;
|U&lt;ref name=&quot;:0&quot; /&gt;
|
|[http://www.scid4.org/ Website and purchase]
|-
|Structured Clinical Interview for DSM-IV (SCID-IV)
&lt;nowiki&gt;*&lt;/nowiki&gt;not free
|
|
|Varies
|A&lt;ref name=&quot;:0&quot; /&gt;
|A&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|
|[http://www.scid4.org/ Website and purchase]
|-
|Anxiety and Related Disorders Interview Schedule for DSM-5 (ADIS-5)
|Structured Interview (Adult)
|16+
|Varies
|
|
|
|
|
|[https://global.oup.com/academic/product/anxiety-and-related-disorders-interview-schedule-for-dsm-5-adis-5---adult-version-9780199325160?cc=us&amp;lang=en&amp; Purchase]
|-
|Structured Clinical Interview for DSM-5 Clinician Version (SCID-5- CV)&lt;ref name=&quot;:6&quot;&gt;{{Cite journal|last=Shabani|first=Amir|last2=Masoumian|first2=Samira|last3=Zamirinejad|first3=Somayeh|last4=Hejri|first4=Maryam|last5=Pirmorad|first5=Tahereh|last6=Yaghmaeezadeh|first6=Hooman|date=2021-05|title=Psychometric properties of Structured Clinical Interview for DSM‐5 Disorders‐Clinician Version (SCID‐5‐CV)|url=https://onlinelibrary.wiley.com/doi/10.1002/brb3.1894|journal=Brain and Behavior|language=en|volume=11|issue=5|doi=10.1002/brb3.1894|issn=2162-3279|pmc=PMC8119811|pmid=33729681}}&lt;/ref&gt;
|Structured Interview (Adult)
|16+
|Varies
|E&lt;ref name=&quot;:6&quot; /&gt;
|A&lt;ref name=&quot;:6&quot; /&gt;
|
|
|
|[https://www.columbiapsychiatry.org/research/research-labs/diagnostic-and-assessment-lab/structured-clinical-interview-dsm-disorders-11 Purchase]
|}
'''Note:''' L = Less than adequate; A = Adequate; G = Good; E = Excellent; U = Unavailable; NA = Not applicable
=== Stage 2: ===

*Structured Diagnostic Interview
**Available online: [https://mfr.osf.io/render?url=https://osf.io/pqhxy/?action=download%26mode=render KSADS]
**Helps to assess potential comorbidity. 
*Standardized intelligence test ''(e.g., WASI, WISC****)'' and academic achievement screener ''(e.g., WRAT, WIAT, WJ cog****)''
*Developmental and medical history obtained through clinical interview
*Observational analogues, including parent-child interactions – examples:
**Child’s Game: child directed play
**Parent’s Game: parent directed play 
**Clean Up: clean up task in which parent instructs child to clean up specific toys
*Parent observation measures
**E.g., Parent Daily Report
*Level of functional impairment or adaptive disability determined through interviews or ratings 
**E.g., Child and Adolescent Functional Assessment Scale
*Age of onset of conduct problems established through clinical or structured interviews with parent or youth
**Helps determine developmental pathway, which has implications for the “three P’s”.&lt;ref&gt;Moffitt, T. E. (1993). Adolescence-Limited and Life-Course-Persistent Antisocial Behavior: A Developmental Taxonomy. ''Psychological Review'', ''100''(4), 674–701.&lt;/ref&gt;
**Helps determine temporal ordering of potential comorbid disorders (e.g., did anxiety problems precede conduct problems, or vice-versa?), which also has implications for “three P’s”

=== Stage 3: ===

*Broader social and environmental context should be assessed.
**E.g., Neighborhood Questionnaire, Community Interaction Checklist, Things I Have Seen and Heard
*Assessment of social informational processing could yield important information relevant to the “three P’s”
**E.g., Intention-Cue Detection Task
*Parental/personal adjustment assessment to assess for familial risk factors
**E.g., Antisocial Behavior Checklist
*Further assessments specific to the symptomatology of the child or adolescent should be conducted
**E.g., assessments specific to fire-setting behaviors

'''Additional notes:'''
*Covert conduct problem behaviors are difficult to assess, and the clinical utility of some innovative observational paradigms needs to be demonstrated. 
*McMahon &amp; Frick (2005) point to the “recent proliferation of research concerning girls and CP (p. 496) and suggest that this emerging research “should facilitate the development of evidence-based guidelines that are applicable to girls in the near future.” For the time being, they recommend following the same guidelines for girls as for boys, with the addition of a measure of relational aggression in girls.&lt;ref name=&quot;:0&quot; /&gt;

== Demographic information ==


==Diagnosis==

&lt;nowiki&gt;***&lt;/nowiki&gt; Recommend adding DSM-5 criteria (and ICD specifiers?)


===Recommended diagnostic interviews=== 

[http://narr.bmap.ucla.edu/docs/MINI_v5_002006.pdf &quot;The Mini International Neuropsychiatric Interview for Children&amp;Prime;] (MINI-Kids)-available  and &amp;Prime;the Kiddie-SADS-Present and Lifetime Version&quot; [https://mfr.osf.io/render?url=https://osf.io/r47d9/?action=download%26mode=render KSADS-PL DSM-5 November 2016: Supplemental #4: Neurodevelopmental, Disruptive, and Conduct Disorders Supplement].

===Screening instruments===

The following table provides diagnostic efficiency information for the Child Behavior Checklist (CBCL; Achenbach, 1991; hardcopy and scoring system available at the Finley Clinic); the Strengths and Difficulties Questionnaire&lt;ref name=&quot;:6&quot;&gt;Goodman, R. (1997). The Strengths and Difficulties Questionnaire: A Research Note. ''Journal of Child Psychology and Psychiatry'', ''38''(5), 581–586. Retrieved from &lt;nowiki&gt;https://doi.org/10.1111/j.1469-7610.1997.tb01545.x&lt;/nowiki&gt;&lt;/ref&gt;; see http://www.sdqinfo.com/ to access the questionnaire and scoring information; and the Eyberg Child Behavior Index (ECBI)&lt;ref name=&quot;:8&quot;&gt;Eyberg, S. M., &amp; Robinson, E. A. (1983). Conduct problem behavior: Standardization of a behavioral rating scale with adolescents. Journal of Clinical Child Psychology, 12 (3), 347-354.&lt;/ref&gt;. '''Appendix 2''' includes a copy of the Eyberg Child Behavior Checklist&lt;ref name=&quot;:8&quot; /&gt;.

===Psychometric properties of screening measures for ODD===
{| class=&quot;wikitable&quot;
|-
! Screening Measure (Primary Preference) !! AUC !! LR+ (Score) !! LR- (Score) !! Citation
|-
| MINI-Kids || .81&lt;ref name=&quot;:1&quot;&gt;Sheehan, D. V., Sheehan, K. H., Shytle, R. D., Janavs, J., Bannon, Y., Rogers, J. E., ... &amp; Wilkinson, B. (2010). Reliability and validity of the Mini International Neuropsychiatric Interview for children and adolescents (MINI-KID). ''The Journal of clinical psychiatry, 71''(3), 313-326.&lt;/ref&gt;|| 3.00&lt;ref name=&quot;:1&quot; /&gt;|| .65&lt;ref name=&quot;:1&quot; /&gt;|| 
|- 
| colspan=&quot;8&quot;  span style=&quot;font-size:110%; text-align:center;&quot; | &lt;b&gt; Children and Adolescents (6 to 18 years)&lt;/b&gt;
|-
| CBCL Aggression ''T''-score&lt;ref name=&quot;:7&quot;&gt;Achenbach, T. M. (1991a). ''Manual for the Child Behavior Checklist/4–18 and 1991 Profile''. Burlington , VT : University of Vermont Department of Psychiatry.&lt;/ref&gt;|| .803 (''N''=370)&lt;ref name=&quot;:2&quot;&gt;{{Cite journal|last=Fresco|first=David M.|last2=Mennin|first2=Douglas S.|last3=Heimberg|first3=Richard G.|last4=Turk|first4=Cynthia L.|title=Using the Penn State Worry Questionnaire to identify individuals with generalized anxiety disorder: a receiver operating characteristic analysis|url=http://linkinghub.elsevier.com/retrieve/pii/S0005791603000569|journal=Journal of Behavior Therapy and Experimental Psychiatry|volume=34|issue=3-4|pages=283–291|doi=10.1016/j.jbtep.2003.09.001}}&lt;/ref&gt;|| 4.18 (55+)&lt;ref name=&quot;:2&quot; /&gt;|| .35 (&lt;55)&lt;ref name=&quot;:2&quot; /&gt;|| 
|-
|  || .71 (''N''=475)&lt;ref name=&quot;:3&quot;&gt;Ebesutani, C., Bernstein, A., Nakamura, B. J., Chorpita, B. F., Higa-McMillan, C. K., &amp; Weisz, J. R. (2010). Concurrent validity of the child behavior checklist DSM-oriented scales: Correspondence with DSM diagnoses and comparison to syndrome scales. ''Journal of Psychopathology and Behavioral Assessment, 32''(3), 373-384.&lt;/ref&gt;|| ------- || ------- || 
|-
| CBCL DSM-Oriented Scales&lt;ref name=&quot;:7&quot; /&gt;|| .71 (N=475)&lt;ref name=&quot;:3&quot; /&gt;|| ------- || ------- || 
|-
|  || ------- || 2.46 (60+ to 70+)*&lt;ref name=&quot;:4&quot;&gt;Warnick, E. M., Bracken, M. B., &amp; Kasl, S. (2008). Screening efficiency of the Child Behavior Checklist and Strengths and Difficulties Questionnaire: a systematic review. ''Child and Adolescent Mental Health, 13''(3), 140-147.&lt;/ref&gt;|| .54 (&lt;60 to &lt;70)*&lt;ref name=&quot;:4&quot; /&gt;|| 
|-
| colspan=&quot;8&quot;  span style=&quot;font-size:110%; text-align:center;&quot; | &lt;b&gt; Children and Adolescents (4 to 12 years)&lt;/b&gt;
|-
| SDQ- Conduct Problems Scale&lt;ref name=&quot;:6&quot; /&gt;|| ------- || 8.33 (Not specified)*&lt;ref name=&quot;:4&quot; /&gt;|| .27 (Not specified)*&lt;ref name=&quot;:4&quot; /&gt;|| 
|-
| colspan=&quot;8&quot;  span style=&quot;font-size:110%; text-align:center;&quot; | &lt;b&gt; Children and Adolescents (2 to 16 years)&lt;/b&gt;
|-
| ECBI- Intensity Scale&lt;ref name=&quot;:8&quot; /&gt;|| ------- || 6.92 (131+)&lt;ref name=&quot;:5&quot;&gt;{{Cite journal|last=Plummer|first=Faye|last2=Manea|first2=Laura|last3=Trepel|first3=Dominic|last4=McMillan|first4=Dean|date=2016-03-01|title=Screening for anxiety disorders with the GAD-7 and GAD-2: a systematic review and diagnostic metaanalysis|url=https://www.sciencedirect.com/science/article/pii/S0163834315002406|journal=General Hospital Psychiatry|language=en|volume=39|pages=24–31|doi=10.1016/j.genhosppsych.2015.11.005|issn=0163-8343}}&lt;/ref&gt;|| .11 (&lt;131)&lt;ref name=&quot;:5&quot; /&gt;|| 
|}

'''Note:''' “LR+” refers to the change in likelihood ratio associated with a positive test score, and “LR-” is the likelihood ratio for a low score. Likelihood ratios of 1 indicate that the test result did not change impressions at all. LRs larger than 10 or smaller than .10 are frequently clinically decisive; 5 or .20 are helpful, and between 2.0 and .5 are small enough that they rarely result in clinically meaningful changes of formulation&lt;ref&gt;Sackett D, Strauss S, Richardson W, et al. Evidence-Based Medicine: How to Practice and Teach EBM.2nd ed. Churchill Livingstone; Edinburgh: 2000.&lt;/ref&gt;.

''Searches (specified below) did not yield any data about sensitivity, specificity, AUC, or ROC for the Externalizing scale of the CBCL. Searches also did not yield data about TRF or YSR scales for Aggression or Externalizing: Achenbach and Rescorla (2001) provide data about clinically referred vs. non-referred samples but not about samples with oppositional disorder specifically; thus, only AUC and LRs for the Aggression scale are reported. In addition, searches did not yield any information on the AUC for Oppositional Defiant Disorder, however, there are studies looking at the AUC for the SDQ at differentiating clinical from non-clinical samples. Also, there was no information on the Problem Scale of the ECBI, and no information on the AUC for the ECBI.''

==Treatment==
===Behavioral parent training===

Behavioral Parent Training is considered the most effective treatment for childhood disruptive behavior disorders (e.g., Oppositional Defiant Disorder), especially for younger children (i.e., 3-8 year-olds). See http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/rule-breaking-defiance-and-acting-out/ a website sponsored by The Society for Child and Adolescent Psychology (APA, Division 53) and the Association for Behavioral and Cognitive Therapies (ABCT), for current summary of evidence-based treatments. 

===Overview of recommendations for assessment and treatment=== 
See the [https://pathways.nice.org.uk/pathways/antisocial-behaviour-and-conduct-disorders-in-children-and-young-people#content=view-info-category%3Aview-about-menu National Institute for Health and Care Excellence (NICE) Practice Guidelines for Childhood Conduct Disorders], for an overview of recommendations for both assessment and treatment of Oppositional Defiant Disorder.

==Process and outcome measures==
===Severity and outcome===

====Clinically significant change benchmarks with common instruments====
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
|-
| rowspan=1&quot; style=&quot;text-align:center;font-size:130%;&quot; | &lt;b&gt; Measure&lt;/b&gt;
| style=&quot;text-align:center;font-size:130%;&quot; | &lt;b&gt; Subscale&lt;/b&gt;
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:130%&quot; width=&quot;300&quot; | &lt;b&gt; Cut-off scores&lt;/b&gt;
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:120%&quot; | &lt;b&gt; Critical Change &lt;br&gt; (unstandardized scores)&lt;/b&gt;
|-
| colspan=&quot;8&quot;  span style=&quot;font-size:110%; text-align:center;&quot; | &lt;b&gt; Benchmarks Based on Published Norms&lt;/b&gt;
|-
| colspan=&quot;2&quot; |
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; A&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; B&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; C&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; 95%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; 90%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; SE&lt;sub&gt;difference&lt;/sub&gt;&lt;/b&gt;
|-
|rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | &lt;b&gt; CBCL T-scores &lt;br&gt; (2001 Norms)&lt;/b&gt;
| style=&quot;text-align:right;&quot; | &lt;i&gt; Externalizing&lt;/i&gt;
| style=&quot;text-align:center;&quot;| 49
| style=&quot;text-align:center;&quot;| 70
| style=&quot;text-align:center;&quot;| 58
| style=&quot;text-align:center;&quot;| 7
| style=&quot;text-align:center;&quot;| 6
| style=&quot;text-align:center;&quot;| 3.4
|-
| colspan=&quot;8&quot;  span style=&quot;font-size:110%; text-align:center;&quot; | &lt;b&gt; CBCL Benchmarks Based on Oppositional Defiant Disorder Samples Were Not Found in Searches*&lt;/b&gt;
|-
| rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | &lt;b&gt; ECBI Scaled Scores &lt;br&gt; (1983 Norms)&lt;/b&gt;
| style=&quot;text-align:right;&quot; | &lt;i&gt; Intensity&lt;/i&gt;
| style=&quot;text-align:center;&quot;| 80.1
| style=&quot;text-align:center;&quot;| 169.5
| style=&quot;text-align:center;&quot;| 112.9
| style=&quot;text-align:center;&quot;| 9.5
| style=&quot;text-align:center;&quot;| 8
| style=&quot;text-align:center;&quot;| 4.8
|-
| rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | &lt;b&gt; ECBI Scaled Scores &lt;br&gt; (1983 Norms)&lt;/b&gt;
| style=&quot;text-align:right;&quot; | &lt;i&gt; Problem&lt;/i&gt;
| style=&quot;text-align:center;&quot;| 3.9
| style=&quot;text-align:center;&quot;| 17.7
| style=&quot;text-align:center;&quot;| 11.5
| style=&quot;text-align:center;&quot;| 2.1
| style=&quot;text-align:center;&quot;| 1.8
| style=&quot;text-align:center;&quot;| 1.1
|}

'''Note:''' “A” = Away from the clinical range, “B” = Back into the nonclinical range, “C” = Closer to the nonclinical than clinical mean. 

'''Search terms:''' (1) “Strengths and Difficulties Questionnaire,” (2) Strengths and Difficulties Questionnaire AND benchmarks, searches previously mentioned.

=== Process measures===
See Section 1.1 for overview of evidence-based measures to use depending on etiology and symptomatology of Oppositional Defiant Disorder.

== External Links ==
*[https://sccap53.org Society of Clinical Child and Adolescent Psychology]
*http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/rule-breaking-defiance-and-acting-out/

== References ==
{{collapse top|Click here for references}}
{{Reflist|30em}}

[[Category:Psychological disorder portfolios|{{SUBPAGENAME}}]]
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      <sha1>06c2os5zf5liham5uf02qrx380t7ytk</sha1>
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      <id>2408565</id>
      <parentid>2408442</parentid>
      <timestamp>2022-07-22T00:46:57Z</timestamp>
      <contributor>
        <username>Aherman012</username>
        <id>2943941</id>
      </contributor>
      <comment>/* Recommended diagnostic instruments for GAD */  updated with the KSADS and and DISC</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="30419" xml:space="preserve">&lt;noinclude&gt;{{Helping Give Away Psychological Science Banner}}&lt;/noinclude&gt;

{{medical disclaimer}}
{{:{{BASEPAGENAME}}/Sidebar}}

==[[Evidence based assessment/Portfolio template/What is a &quot;portfolio&quot;|'''What is a &quot;portfolio&quot;?''']]==
* For background information on what assessment portfolios are, click the link in the heading above.

==[[Evidence based assessment/Preparation phase|'''Preparation phase''']]==
=== Diagnostic criteria for oppositional defiant disorder===

{{blockquotetop}}
&lt;big&gt;ICD-11 Diagnostic Criteria&lt;/big&gt;&lt;br&gt;
&lt;br&gt;
'''General Description:'''
Oppositional defiant disorder is a persistent pattern (e.g., 6 months or more) of markedly defiant, disobedient, provocative or spiteful behaviour that occurs more frequently than is typically observed in individuals of comparable age and developmental level and that is not restricted to interaction with siblings. Oppositional defiant disorder may be manifest in prevailing, persistent angry or irritable mood, often accompanied by severe temper outbursts or in headstrong, argumentative and defiant behaviour. The behavior pattern is of sufficient severity to result in significant impairment in personal, family, social, educational, occupational or other important areas of functioning
&lt;br&gt;
&lt;br&gt;
'''Oppositional Defiant Disorder With Chronic Irritability-Anger:''' All definitional requirements for oppositional defiant disorder are met. This form of oppositional defiant disorder is characterized by prevailing, persistent angry or irritable mood that may be present independent of any apparent provocation. The negative mood is often accompanied by regularly occurring severe temper outbursts that are grossly out of proportion in intensity or duration to the provocation. Chronic irritability and anger are characteristic of the individual’s functioning nearly every day, are observable across multiple settings or domains of functioning (e.g., home, school, social relationships), and are not restricted to the individual’s relationship with his/her parents or guardians. The pattern of chronic irritability and anger is not limited to occasional episodes (e.g., developmentally typical irritability) or discrete periods (e.g., irritable mood in the context of manic or depressive episodes).
*Note: The ICD-11 lists 3 additional subcategories of oppositional defiant disorder with chronic irritability-anger (i.e., with limited prosocial emotions, with typical prosocial emotions, and unspecified). They can be found [https://icd.who.int/browse11/l-m/en#/http%3a%2f%2fid.who.int%2ficd%2fentity%2f818792113 here]. 
&lt;br&gt;
'''Oppositional Defiant Disorder Without Chronic Irritability-Anger:''' 
Meets all definitional requirements for oppositional defiant disorder. This form of oppositional defiant disorder is not characterized by prevailing, persistent, angry or irritable mood, but does feature headstrong, argumentative, and defiant behavior.
*Note: The ICD-11 lists 3 additional subcategories of oppositional defiant disorder without chronic irritability-anger (i.e., with limited prosocial emotions, with typical prosocial emotions,  and unspecified). They can be found [https://icd.who.int/browse11/l-m/en#/http%3a%2f%2fid.who.int%2ficd%2fentity%2f736540987 here].
&lt;br&gt;
&lt;big&gt;Changes in DSM-5&lt;/big&gt;
&lt;br&gt;
The diagnostic criteria for ADHD changed slightly from DSM-IV to DSM-5. See the changes [https://www.ncbi.nlm.nih.gov/books/NBK519712/table/ch3.t14/ here]. 

{{blockquotebottom}}&lt;ref&gt;{{Cite web|url=https://icd.who.int/browse11/l-m/en#/http://id.who.int/icd/entity/1545599508|title=ICD-11 for Mortality and Morbidity Statistics|website=icd.who.int|access-date=2022-07-11}}&lt;/ref&gt;

===Base rates of ODD in different clinical settings===
This section describes the demographic setting of the population(s) sampled, base rates of diagnosis, country/region sampled and the diagnostic method that was used. Using this information, clinicians will be able to anchor the rate of ODD that they are likely to see in their clinical practice.

* '''''To see prevalence rates across multiple disorders, [[Evidence-based assessment/Preparation phase|click here.]]''''' 

{|class=&quot;wikitable sortable&quot; border=&quot;1&quot;
|-
! Demography 
! Setting !! Base Rate !! Diagnostic Method
|-
|| All of the U.S.  
| Nationally representative large-scale study (N = 3,119) &lt;ref&gt;Nock, M. K., Kazdin, A. E., Hiripi, E., &amp; Kessler, R. C. (2007). Lifetime prevalence, correlates, and persistence of oppositional defiant disorder: results from the National Comorbidity Survey Replication. ''Journal of Child Psychology and Psychiatry, 48''(7), 703-713.&lt;/ref&gt; 
|| 10.2% (overall)
11.2% (males) 

9.2% (females) 
|| World Health Organization (WHO) Composite International Diagnostic Interview (CIDI)&lt;sup&gt;r&lt;/sup&gt;
|-
|| Semi-rural North Carolina 
| Preschool-aged children from pediatric practices (N = 306; age 2 - 5 years old)&lt;ref&gt;Egger, H.L., &amp; Angold, A. (2006). Common emotional and behavioral disorders in preschool children: Presentation, nosology, and epidemiology. ''Journal of Child Psychiatry and Psychology, 47'', 313–337.&lt;/ref&gt; 
|| 6.6% 
|| Preschool Age Psychiatric Assessment (PAPA)&lt;sup&gt;p&lt;/sup&gt;
|-
|| Western North Carolina  
| The Great Smoky Mountains Study - longitudinal, population-based study of community sample&lt;ref&gt;Costello, E. J., Mustillo, S., Erkanli, A., Keeler, G., &amp; Angold, A. (2003) Prevalence and development of psychiatric disorders in adolescence. ''Arch Gen Psychiatry, 60'', 837-844.&lt;/ref&gt; 
|| 2.33% (overall) 
3.16% (males) 2.75% (females) 
|| Child and Adolescent Psychiatric Assessment (CAPA)&lt;sup&gt;p, y&lt;/sup&gt; 
|-
|| Chicago 
| Preschool-aged children from inner city schools and pediatric practices (N = 796; age 2 - 5 years old)&lt;ref&gt;Lavigne, J. V., LeBailly, S. A., Hopkins, J., Gouze, K. R., &amp; Binns, H. J. (2009). The prevalence of ADHD, ODD, depression, and anxiety in a community sample of 4-year-olds. ''Journal Of Clinical Child And Adolescent Psychology, 38''(3), 315-328. doi:10.1080/15374410902851382&lt;/ref&gt; 
|| 8.3% 
|| Diagnostic Interview Schedule for Children–Parent Scale–Young Child Version (DISC-YC) &lt;sup&gt;p&lt;/sup&gt;
|-
|| Various locations across USA
| Meta-analysis of 38 studies&lt;ref&gt;Canino G, Polanczyk G, Bauermeister JJ, et al. (2010) Does the prevalence of CD and ODD vary across cultures? Social Psychiatry Epidemiology, 45(7):695–704.&lt;/ref&gt; 
|| 3.3% 
|| Varied
|}

&lt;sup&gt;p&lt;/sup&gt; Parent interviewed as part of diagnostic assessment; &lt;sup&gt;y&lt;/sup&gt; youth interviewed as part of diagnostic assessment,  &lt;sup&gt;r&lt;/sup&gt; adult interviewed for retrospective report as part of diagnostic assessment

'''Note:''' Mash and Barkley note that prevalence rates of ODD must be qualified, because the definition of ODD has changed at a fast rate, the rates adolescents meeting criteria in any cross-sectional evaluation may be misleading because of the developmental progressions with and between ODD and Conduct Disorder, and categorical definitions of aggressive patterns may reflect arbitrary numbers of constituent estimates. These factors may lead to misleading prevalence rates. In addition, few studies have investigated the prevalence of ODD in preschool-aged children, and early onset of these behaviors is associated with more severe and stable impairment.&lt;ref&gt;Mash, E., &amp; Barkley, R. (Eds.). (2003). ''Child Psychopathology''. 2nd Edition. New York: Guilford Press.&lt;/ref&gt;

==[[Evidence based assessment/Prediction phase|'''Prediction phase''']]==
The following section contains a list of screening and diagnostic instruments for ODD. The section includes administration information, psychometric data, and PDFs or links to the screenings. 
* Screenings are used as part of the [[Evidence based assessment/Prediction phase|prediction phase]] of assessment; for more information on interpretation of this data, or how screenings fit in to the assessment process, click [[Evidence based assessment/Prediction phase|here]]. 
* '''''For a list of more broadly reaching screening instruments, [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prediction_phase&amp;wteswitched=1#Psychometric_properties_of_common_screening_instruments click here.]'''''

{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
! colspan=&quot;10&quot; |Screening measures for ODD
|-
! Measure
! Format (Reporter)
! Age Range
! Administration/
Completion Time
! Interrater Reliability
! Test-Retest Reliability
! Construct Validity
! Content Validity
! Highly Recommended
!Where to access
|-
|Achenbach System of Empirically Based Assessments (ASEBA): Child Behavior Checklist (CBCL)
|Parent report
|6-18 
&lt;ref name=&quot;:9&quot;&gt;{{Cite book|url=https://www.worldcat.org/oclc/1130319849|title=Assessment of disorders in childhood and adolescence|date=2020|others=Eric Arden Youngstrom, Mitchell J. Prinstein, Eric J. Mash, Russell A. Barkley|isbn=978-1-4625-4363-2|edition=Fifth edition|location=New York, NY|oclc=1130319849}}&lt;/ref&gt;
|10 - 15 minutes&lt;ref name=&quot;:9&quot; /&gt;
|A&lt;ref name=&quot;:0&quot;&gt;{{Cite book|url=https://www.worldcat.org/oclc/314222270|title=A guide to assessments that work|author=Hunsley, John|author2=Mash, Eric J.|date=2008|publisher=Oxford University Press|isbn=9780195310641|location=New York|oclc=314222270}}&lt;/ref&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|G&lt;ref name=&quot;:0&quot; /&gt;
|[[File:Light green check.svg|center|frameless|36x36px]]
|[https://store.aseba.org/School-Age-6-18-Materials/departments/11/ Purchase]  
|-
|ASEBA: Teacher Report Form (TRF) 
|Teacher report
|6-18 
&lt;ref name=&quot;:9&quot; /&gt;
|10 - 15 minutes&lt;ref name=&quot;:9&quot; /&gt;
|A&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|G&lt;ref name=&quot;:0&quot; /&gt;
|[[File:Light green check.svg|center|frameless|36x36px]]
|[https://store.aseba.org/School-Age-6-18-Materials/departments/11/ Purchase]  
|-
|ASEBA: Youth Self-Report (YSR)
|Youth self-report
|11-18 
&lt;ref name=&quot;:9&quot; /&gt;
|10 - 15 minutes&lt;ref name=&quot;:9&quot; /&gt;
|A&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|G&lt;ref name=&quot;:0&quot; /&gt;
|[[File:Light green check.svg|center|frameless|36x36px]]
|[https://store.aseba.org/School-Age-6-18-Materials/departments/11/ Purchase]  
|-
|Behavior Assessment for Children, Third Edition (BASC-3): Parent Rating Scale
|Parent report
|2-21
|10 - 20 minutes
|A&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|G&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|[[File:Light green check.svg|center|frameless|36x36px]]
|[https://www.pearsonassessments.com/store/usassessments/en/Store/Professional-Assessments/Behavior/Comprehensive/Behavior-Assessment-System-for-Children-%7C-Third-Edition-/p/100001402.html#:~:text=The%20BASC%E2%84%A2%20holds%20an,or%20adolescent's%20behavior%20and%20emotions. Purchase]
|-
|BASC-3: Teacher Rating Scale
|Teacher report
|2-21
|10 - 20 minutes
|A&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|G&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|[[File:Light green check.svg|center|frameless|36x36px]]
|[https://www.pearsonassessments.com/store/usassessments/en/Store/Professional-Assessments/Behavior/Comprehensive/Behavior-Assessment-System-for-Children-%7C-Third-Edition-/p/100001402.html#:~:text=The%20BASC%E2%84%A2%20holds%20an,or%20adolescent's%20behavior%20and%20emotions. Purchase]
|-
|BASC-3: Self-Report of Personality


|Youth self-report
|6 - college age
|30 minutes
|A&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|G&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|[[File:Light green check.svg|center|frameless|36x36px]]
|[https://www.pearsonassessments.com/store/usassessments/en/Store/Professional-Assessments/Behavior/Comprehensive/Behavior-Assessment-System-for-Children-%7C-Third-Edition-/p/100001402.html#:~:text=The%20BASC%E2%84%A2%20holds%20an,or%20adolescent's%20behavior%20and%20emotions. Purchase]
|-
|Eyberg Child Behavior Inventory (ECBI)
|Parent report
|2-16
|5 minutes
|A&lt;ref name=&quot;:0&quot; /&gt;
|G&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|[[File:Light green check.svg|center|frameless|36x36px]]
|[https://www.parinc.com/products/pkey/97 Purchase]
|-
|Sutter-Eyberg Student Behavior Inventory - Revised (SESBI-R)
|Teacher report
|2-16
|5 minutes
|A&lt;ref name=&quot;:0&quot; /&gt;
|G&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|[[File:Light green check.svg|center|frameless|36x36px]]
|[https://www.parinc.com/products/pkey/97 Purchase]
|-
|Child and Adolescent  Behavior Inventory (CABI)
|Parent Report
|3 - 18
|5 - 10 minutes
|
|A&lt;ref&gt;{{Cite journal|last=Burns|first=G. Leonard|last2=Preszler|first2=Jonathan|last3=Becker|first3=Stephen P.|date=2022-07-04|title=Psychometric and Normative Information on the Child and Adolescent Behavior Inventory in a Nationally Representative Sample of United States Children|url=https://doi.org/10.1080/15374416.2020.1852943|journal=Journal of Clinical Child &amp; Adolescent Psychology|volume=51|issue=4|pages=443–452|doi=10.1080/15374416.2020.1852943|issn=1537-4416|pmc=PMC8272731|pmid=33428463}}&lt;/ref&gt;
|
|
|
|PDF
|-
|Strengths and Difficulties Questionnaire (SDQ)
|Parent report
|3 - 16 
|3 - 5 minutes
|E&lt;ref name=&quot;:10&quot;&gt;{{Cite journal|last=Goodman|first=Robert|date=2001-11-01|title=Psychometric Properties of the Strengths and Difficulties Questionnaire|url=https://www.jaacap.org/article/S0890-8567(09)60543-8/abstract|journal=Journal of the American Academy of Child &amp; Adolescent Psychiatry|language=English|volume=40|issue=11|pages=1337–1345|doi=10.1097/00004583-200111000-00015|issn=0890-8567|pmid=11699809}}&lt;/ref&gt;
|G&lt;ref name=&quot;:10&quot; /&gt;
|
|
|
|[https://www.sdqinfo.org/a0.html SDQ Homepage][https://www.sdqinfo.org/py/sdqinfo/b0.py PDFs]
|-
|Disruptive Behavior Disorder Rating Scale
|Parent report, teacher report
|5 - 17
|5 - 10 minutes
|
|
|
|
|
|[https://web.archive.org/web/20151123022653/http://ccf.buffalo.edu/pdf/DBD_rating_scale.pdf PDF]
|}

'''Note:''' L = Less than adequate; A = Adequate; G = Good; E = Excellent; U = Unavailable; NA = Not applicable
=== Likelihood ratios and AUCs of screening instruments for ODD ===
* '''''For a list of the likelihood ratios for more broadly reaching screening instruments, [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prediction_phase&amp;wteswitched=1#Likelihood_ratios_and_AUCs_of_common_screening_instruments click here.]''''' 
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
! Screening Measure (Primary Reference)
! Area Under Curve (AUC)
! LR+ (Score)
! LR- (Score)
! Clinical Generalizability
!Where to Access
|-
|
|
|
|
|
|
|-
|
|
|
|
|
|
|}

'''Note:''' “LR+” refers to the change in likelihood ratio associated with a positive test score, and “LR-” is the likelihood ratio for a low score. Likelihood ratios of 1 indicate that the test result did not change impressions at all. LRs larger than 10 or smaller than .10 are frequently clinically decisive; 5 or .20 are helpful, and between 2.0 and .5 are small enough that they rarely result in clinically meaningful changes of formulation&lt;ref&gt;Sackett, D. L., Straus, S. E., Richardson, W. S., Rosenberg, W., &amp; Haynes, R. B. (2000). Evidence-based medicine: How to practice and teach EBM. Edinburgh: Churchill Livingstone.&lt;/ref&gt;.

'''Search terms:''' [Oppositional Defiant Disorder] AND [sensitivity OR specificity] in GoogleScholar and PsychINFO

=== Interpreting ODD screening measure scores ===

* For information on interpreting screening measure scores, click [[Evidence based assessment/Prediction phase#Interpreting screening measure scores|here.]]

== [[Evidence based assessment/Prescription phase|'''Prescription phase''']] ==

=== Gold standard diagnostic interviews ===

* For a list of broad reaching diagnostic interviews sortable by disorder with PDFs (if applicable), [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prescription_phase&amp;wteswitched=1#Common_Diagnostic_Interviews click here.]

=== Recommended diagnostic instruments for ODD ===
{| class=&quot;wikitable sortable&quot;
! colspan=&quot;10&quot; |Diagnostic instruments for ODD
|-
!Measure
!Format (Reporter)
!Age Range
!Administration/
Completion Time
!Interrater Reliability
!Test-Retest Reliability
!Construct Validity
!Content Validity
!Highly Recommended
!Where to Access
|-
|Kiddie Schedule for Affective Disorders and Schizophrenia Present and Lifetime Version (KSADS-PL)
|Structured interview
|6-28
|45-75 minutes
|E&lt;ref name=&quot;:11&quot;&gt;{{Cite journal|last=KAUFMAN|first=JOAN|last2=BIRMAHER|first2=BORIS|last3=BRENT|first3=DAVID|last4=RAO|first4=UMA|last5=FLYNN|first5=CYNTHIA|last6=MORECI|first6=PAULA|last7=WILLIAMSON|first7=DOUGLAS|last8=RYAN|first8=NEAL|date=1997-07|title=Schedule for Affective Disorders and Schizophrenia for School-Age Children-Present and Lifetime Version (K-SADS-PL): Initial Reliability and Validity Data|url=https://doi.org/10.1097/00004583-199707000-00021|journal=Journal of the American Academy of Child &amp;amp; Adolescent Psychiatry|volume=36|issue=7|pages=980–988|doi=10.1097/00004583-199707000-00021|issn=0890-8567}}&lt;/ref&gt;
|G&lt;ref name=&quot;:11&quot; /&gt;
|
|
|
|[https://www.pediatricbipolar.pitt.edu/resources/instruments Website to access]
|-
|Diagnostic Interview Schedule for Children (DISC)
|Structured Interview (Self report and parent)
|6-17
|Varies
|
|
|
|
|
|[https://telesage.com/netdisc-5/# Coming soon]
|}
'''Note:''' L = Less than adequate; A = Adequate; G = Good; E = Excellent; U = Unavailable; NA = Not applicable
=== Stage 2: ===

*Structured Diagnostic Interview
**Available online: [https://mfr.osf.io/render?url=https://osf.io/pqhxy/?action=download%26mode=render KSADS]
**Helps to assess potential comorbidity. 
*Standardized intelligence test ''(e.g., WASI, WISC****)'' and academic achievement screener ''(e.g., WRAT, WIAT, WJ cog****)''
*Developmental and medical history obtained through clinical interview
*Observational analogues, including parent-child interactions – examples:
**Child’s Game: child directed play
**Parent’s Game: parent directed play 
**Clean Up: clean up task in which parent instructs child to clean up specific toys
*Parent observation measures
**E.g., Parent Daily Report
*Level of functional impairment or adaptive disability determined through interviews or ratings 
**E.g., Child and Adolescent Functional Assessment Scale
*Age of onset of conduct problems established through clinical or structured interviews with parent or youth
**Helps determine developmental pathway, which has implications for the “three P’s”.&lt;ref&gt;Moffitt, T. E. (1993). Adolescence-Limited and Life-Course-Persistent Antisocial Behavior: A Developmental Taxonomy. ''Psychological Review'', ''100''(4), 674–701.&lt;/ref&gt;
**Helps determine temporal ordering of potential comorbid disorders (e.g., did anxiety problems precede conduct problems, or vice-versa?), which also has implications for “three P’s”

=== Stage 3: ===

*Broader social and environmental context should be assessed.
**E.g., Neighborhood Questionnaire, Community Interaction Checklist, Things I Have Seen and Heard
*Assessment of social informational processing could yield important information relevant to the “three P’s”
**E.g., Intention-Cue Detection Task
*Parental/personal adjustment assessment to assess for familial risk factors
**E.g., Antisocial Behavior Checklist
*Further assessments specific to the symptomatology of the child or adolescent should be conducted
**E.g., assessments specific to fire-setting behaviors

'''Additional notes:'''
*Covert conduct problem behaviors are difficult to assess, and the clinical utility of some innovative observational paradigms needs to be demonstrated. 
*McMahon &amp; Frick (2005) point to the “recent proliferation of research concerning girls and CP (p. 496) and suggest that this emerging research “should facilitate the development of evidence-based guidelines that are applicable to girls in the near future.” For the time being, they recommend following the same guidelines for girls as for boys, with the addition of a measure of relational aggression in girls.&lt;ref name=&quot;:0&quot; /&gt;

== Demographic information ==


==Diagnosis==

&lt;nowiki&gt;***&lt;/nowiki&gt; Recommend adding DSM-5 criteria (and ICD specifiers?)


===Recommended diagnostic interviews=== 

[http://narr.bmap.ucla.edu/docs/MINI_v5_002006.pdf &quot;The Mini International Neuropsychiatric Interview for Children&amp;Prime;] (MINI-Kids)-available  and &amp;Prime;the Kiddie-SADS-Present and Lifetime Version&quot; [https://mfr.osf.io/render?url=https://osf.io/r47d9/?action=download%26mode=render KSADS-PL DSM-5 November 2016: Supplemental #4: Neurodevelopmental, Disruptive, and Conduct Disorders Supplement].

===Screening instruments===

The following table provides diagnostic efficiency information for the Child Behavior Checklist (CBCL; Achenbach, 1991; hardcopy and scoring system available at the Finley Clinic); the Strengths and Difficulties Questionnaire&lt;ref name=&quot;:6&quot;&gt;{{Cite journal|last=Shabani|first=Amir|last2=Masoumian|first2=Samira|last3=Zamirinejad|first3=Somayeh|last4=Hejri|first4=Maryam|last5=Pirmorad|first5=Tahereh|last6=Yaghmaeezadeh|first6=Hooman|date=2021-05|title=Psychometric properties of Structured Clinical Interview for DSM‐5 Disorders‐Clinician Version (SCID‐5‐CV)|url=https://onlinelibrary.wiley.com/doi/10.1002/brb3.1894|journal=Brain and Behavior|language=en|volume=11|issue=5|doi=10.1002/brb3.1894|issn=2162-3279|pmc=PMC8119811|pmid=33729681}}&lt;/ref&gt;; see http://www.sdqinfo.com/ to access the questionnaire and scoring information; and the Eyberg Child Behavior Index (ECBI)&lt;ref name=&quot;:8&quot;&gt;Eyberg, S. M., &amp; Robinson, E. A. (1983). Conduct problem behavior: Standardization of a behavioral rating scale with adolescents. Journal of Clinical Child Psychology, 12 (3), 347-354.&lt;/ref&gt;. '''Appendix 2''' includes a copy of the Eyberg Child Behavior Checklist&lt;ref name=&quot;:8&quot; /&gt;.

===Psychometric properties of screening measures for ODD===
{| class=&quot;wikitable&quot;
|-
! Screening Measure (Primary Preference) !! AUC !! LR+ (Score) !! LR- (Score) !! Citation
|-
| MINI-Kids || .81&lt;ref name=&quot;:1&quot;&gt;{{Cite journal|date=2001-08-01|title=Test-Retest Reliability of Anxiety Symptoms and Diagnoses With the Anxiety Disorders Interview Schedule for DSM-IV: Child and Parent Versions|url=https://www.sciencedirect.com/science/article/pii/S0890856709603427|journal=Journal of the American Academy of Child &amp; Adolescent Psychiatry|language=en|volume=40|issue=8|pages=937–944|doi=10.1097/00004583-200108000-00016|issn=0890-8567}}&lt;/ref&gt;|| 3.00&lt;ref name=&quot;:1&quot; /&gt;|| .65&lt;ref name=&quot;:1&quot; /&gt;|| 
|- 
| colspan=&quot;8&quot;  span style=&quot;font-size:110%; text-align:center;&quot; | &lt;b&gt; Children and Adolescents (6 to 18 years)&lt;/b&gt;
|-
| CBCL Aggression ''T''-score&lt;ref name=&quot;:7&quot;&gt;Achenbach, T. M. (1991a). ''Manual for the Child Behavior Checklist/4–18 and 1991 Profile''. Burlington , VT : University of Vermont Department of Psychiatry.&lt;/ref&gt;|| .803 (''N''=370)&lt;ref name=&quot;:2&quot;&gt;{{Cite journal|last=Fresco|first=David M.|last2=Mennin|first2=Douglas S.|last3=Heimberg|first3=Richard G.|last4=Turk|first4=Cynthia L.|title=Using the Penn State Worry Questionnaire to identify individuals with generalized anxiety disorder: a receiver operating characteristic analysis|url=http://linkinghub.elsevier.com/retrieve/pii/S0005791603000569|journal=Journal of Behavior Therapy and Experimental Psychiatry|volume=34|issue=3-4|pages=283–291|doi=10.1016/j.jbtep.2003.09.001}}&lt;/ref&gt;|| 4.18 (55+)&lt;ref name=&quot;:2&quot; /&gt;|| .35 (&lt;55)&lt;ref name=&quot;:2&quot; /&gt;|| 
|-
|  || .71 (''N''=475)&lt;ref name=&quot;:3&quot;&gt;Ebesutani, C., Bernstein, A., Nakamura, B. J., Chorpita, B. F., Higa-McMillan, C. K., &amp; Weisz, J. R. (2010). Concurrent validity of the child behavior checklist DSM-oriented scales: Correspondence with DSM diagnoses and comparison to syndrome scales. ''Journal of Psychopathology and Behavioral Assessment, 32''(3), 373-384.&lt;/ref&gt;|| ------- || ------- || 
|-
| CBCL DSM-Oriented Scales&lt;ref name=&quot;:7&quot; /&gt;|| .71 (N=475)&lt;ref name=&quot;:3&quot; /&gt;|| ------- || ------- || 
|-
|  || ------- || 2.46 (60+ to 70+)*&lt;ref name=&quot;:4&quot;&gt;Warnick, E. M., Bracken, M. B., &amp; Kasl, S. (2008). Screening efficiency of the Child Behavior Checklist and Strengths and Difficulties Questionnaire: a systematic review. ''Child and Adolescent Mental Health, 13''(3), 140-147.&lt;/ref&gt;|| .54 (&lt;60 to &lt;70)*&lt;ref name=&quot;:4&quot; /&gt;|| 
|-
| colspan=&quot;8&quot;  span style=&quot;font-size:110%; text-align:center;&quot; | &lt;b&gt; Children and Adolescents (4 to 12 years)&lt;/b&gt;
|-
| SDQ- Conduct Problems Scale&lt;ref name=&quot;:6&quot; /&gt;|| ------- || 8.33 (Not specified)*&lt;ref name=&quot;:4&quot; /&gt;|| .27 (Not specified)*&lt;ref name=&quot;:4&quot; /&gt;|| 
|-
| colspan=&quot;8&quot;  span style=&quot;font-size:110%; text-align:center;&quot; | &lt;b&gt; Children and Adolescents (2 to 16 years)&lt;/b&gt;
|-
| ECBI- Intensity Scale&lt;ref name=&quot;:8&quot; /&gt;|| ------- || 6.92 (131+)&lt;ref name=&quot;:5&quot;&gt;{{Cite journal|last=LYNEHAM|first=HEIDI J.|last2=ABBOTT|first2=MAREE J.|last3=RAPEE|first3=RONALD M.|date=2007-06|title=Interrater Reliability of the Anxiety Disorders Interview Schedule for DSM-IV: Child and Parent Version|url=https://doi.org/10.1097/chi.0b013e3180465a09|journal=Journal of the American Academy of Child &amp;amp; Adolescent Psychiatry|volume=46|issue=6|pages=731–736|doi=10.1097/chi.0b013e3180465a09|issn=0890-8567}}&lt;/ref&gt;|| .11 (&lt;131)&lt;ref name=&quot;:5&quot; /&gt;|| 
|}

'''Note:''' “LR+” refers to the change in likelihood ratio associated with a positive test score, and “LR-” is the likelihood ratio for a low score. Likelihood ratios of 1 indicate that the test result did not change impressions at all. LRs larger than 10 or smaller than .10 are frequently clinically decisive; 5 or .20 are helpful, and between 2.0 and .5 are small enough that they rarely result in clinically meaningful changes of formulation&lt;ref&gt;Sackett D, Strauss S, Richardson W, et al. Evidence-Based Medicine: How to Practice and Teach EBM.2nd ed. Churchill Livingstone; Edinburgh: 2000.&lt;/ref&gt;.

''Searches (specified below) did not yield any data about sensitivity, specificity, AUC, or ROC for the Externalizing scale of the CBCL. Searches also did not yield data about TRF or YSR scales for Aggression or Externalizing: Achenbach and Rescorla (2001) provide data about clinically referred vs. non-referred samples but not about samples with oppositional disorder specifically; thus, only AUC and LRs for the Aggression scale are reported. In addition, searches did not yield any information on the AUC for Oppositional Defiant Disorder, however, there are studies looking at the AUC for the SDQ at differentiating clinical from non-clinical samples. Also, there was no information on the Problem Scale of the ECBI, and no information on the AUC for the ECBI.''

==Treatment==
===Behavioral parent training===

Behavioral Parent Training is considered the most effective treatment for childhood disruptive behavior disorders (e.g., Oppositional Defiant Disorder), especially for younger children (i.e., 3-8 year-olds). See http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/rule-breaking-defiance-and-acting-out/ a website sponsored by The Society for Child and Adolescent Psychology (APA, Division 53) and the Association for Behavioral and Cognitive Therapies (ABCT), for current summary of evidence-based treatments. 

===Overview of recommendations for assessment and treatment=== 
See the [https://pathways.nice.org.uk/pathways/antisocial-behaviour-and-conduct-disorders-in-children-and-young-people#content=view-info-category%3Aview-about-menu National Institute for Health and Care Excellence (NICE) Practice Guidelines for Childhood Conduct Disorders], for an overview of recommendations for both assessment and treatment of Oppositional Defiant Disorder.

==Process and outcome measures==
===Severity and outcome===

====Clinically significant change benchmarks with common instruments====
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
|-
| rowspan=1&quot; style=&quot;text-align:center;font-size:130%;&quot; | &lt;b&gt; Measure&lt;/b&gt;
| style=&quot;text-align:center;font-size:130%;&quot; | &lt;b&gt; Subscale&lt;/b&gt;
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:130%&quot; width=&quot;300&quot; | &lt;b&gt; Cut-off scores&lt;/b&gt;
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:120%&quot; | &lt;b&gt; Critical Change &lt;br&gt; (unstandardized scores)&lt;/b&gt;
|-
| colspan=&quot;8&quot;  span style=&quot;font-size:110%; text-align:center;&quot; | &lt;b&gt; Benchmarks Based on Published Norms&lt;/b&gt;
|-
| colspan=&quot;2&quot; |
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; A&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; B&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; C&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; 95%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; 90%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; SE&lt;sub&gt;difference&lt;/sub&gt;&lt;/b&gt;
|-
|rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | &lt;b&gt; CBCL T-scores &lt;br&gt; (2001 Norms)&lt;/b&gt;
| style=&quot;text-align:right;&quot; | &lt;i&gt; Externalizing&lt;/i&gt;
| style=&quot;text-align:center;&quot;| 49
| style=&quot;text-align:center;&quot;| 70
| style=&quot;text-align:center;&quot;| 58
| style=&quot;text-align:center;&quot;| 7
| style=&quot;text-align:center;&quot;| 6
| style=&quot;text-align:center;&quot;| 3.4
|-
| colspan=&quot;8&quot;  span style=&quot;font-size:110%; text-align:center;&quot; | &lt;b&gt; CBCL Benchmarks Based on Oppositional Defiant Disorder Samples Were Not Found in Searches*&lt;/b&gt;
|-
| rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | &lt;b&gt; ECBI Scaled Scores &lt;br&gt; (1983 Norms)&lt;/b&gt;
| style=&quot;text-align:right;&quot; | &lt;i&gt; Intensity&lt;/i&gt;
| style=&quot;text-align:center;&quot;| 80.1
| style=&quot;text-align:center;&quot;| 169.5
| style=&quot;text-align:center;&quot;| 112.9
| style=&quot;text-align:center;&quot;| 9.5
| style=&quot;text-align:center;&quot;| 8
| style=&quot;text-align:center;&quot;| 4.8
|-
| rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | &lt;b&gt; ECBI Scaled Scores &lt;br&gt; (1983 Norms)&lt;/b&gt;
| style=&quot;text-align:right;&quot; | &lt;i&gt; Problem&lt;/i&gt;
| style=&quot;text-align:center;&quot;| 3.9
| style=&quot;text-align:center;&quot;| 17.7
| style=&quot;text-align:center;&quot;| 11.5
| style=&quot;text-align:center;&quot;| 2.1
| style=&quot;text-align:center;&quot;| 1.8
| style=&quot;text-align:center;&quot;| 1.1
|}

'''Note:''' “A” = Away from the clinical range, “B” = Back into the nonclinical range, “C” = Closer to the nonclinical than clinical mean. 

'''Search terms:''' (1) “Strengths and Difficulties Questionnaire,” (2) Strengths and Difficulties Questionnaire AND benchmarks, searches previously mentioned.

=== Process measures===
See Section 1.1 for overview of evidence-based measures to use depending on etiology and symptomatology of Oppositional Defiant Disorder.

== External Links ==
*[https://sccap53.org Society of Clinical Child and Adolescent Psychology]
*http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/rule-breaking-defiance-and-acting-out/

== References ==
{{collapse top|Click here for references}}
{{Reflist|30em}}

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      <comment>/* Recommended diagnostic instruments for ODD */</comment>
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{{medical disclaimer}}
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==[[Evidence based assessment/Portfolio template/What is a &quot;portfolio&quot;|'''What is a &quot;portfolio&quot;?''']]==
* For background information on what assessment portfolios are, click the link in the heading above.

==[[Evidence based assessment/Preparation phase|'''Preparation phase''']]==
=== Diagnostic criteria for oppositional defiant disorder===

{{blockquotetop}}
&lt;big&gt;ICD-11 Diagnostic Criteria&lt;/big&gt;&lt;br&gt;
&lt;br&gt;
'''General Description:'''
Oppositional defiant disorder is a persistent pattern (e.g., 6 months or more) of markedly defiant, disobedient, provocative or spiteful behaviour that occurs more frequently than is typically observed in individuals of comparable age and developmental level and that is not restricted to interaction with siblings. Oppositional defiant disorder may be manifest in prevailing, persistent angry or irritable mood, often accompanied by severe temper outbursts or in headstrong, argumentative and defiant behaviour. The behavior pattern is of sufficient severity to result in significant impairment in personal, family, social, educational, occupational or other important areas of functioning
&lt;br&gt;
&lt;br&gt;
'''Oppositional Defiant Disorder With Chronic Irritability-Anger:''' All definitional requirements for oppositional defiant disorder are met. This form of oppositional defiant disorder is characterized by prevailing, persistent angry or irritable mood that may be present independent of any apparent provocation. The negative mood is often accompanied by regularly occurring severe temper outbursts that are grossly out of proportion in intensity or duration to the provocation. Chronic irritability and anger are characteristic of the individual’s functioning nearly every day, are observable across multiple settings or domains of functioning (e.g., home, school, social relationships), and are not restricted to the individual’s relationship with his/her parents or guardians. The pattern of chronic irritability and anger is not limited to occasional episodes (e.g., developmentally typical irritability) or discrete periods (e.g., irritable mood in the context of manic or depressive episodes).
*Note: The ICD-11 lists 3 additional subcategories of oppositional defiant disorder with chronic irritability-anger (i.e., with limited prosocial emotions, with typical prosocial emotions, and unspecified). They can be found [https://icd.who.int/browse11/l-m/en#/http%3a%2f%2fid.who.int%2ficd%2fentity%2f818792113 here]. 
&lt;br&gt;
'''Oppositional Defiant Disorder Without Chronic Irritability-Anger:''' 
Meets all definitional requirements for oppositional defiant disorder. This form of oppositional defiant disorder is not characterized by prevailing, persistent, angry or irritable mood, but does feature headstrong, argumentative, and defiant behavior.
*Note: The ICD-11 lists 3 additional subcategories of oppositional defiant disorder without chronic irritability-anger (i.e., with limited prosocial emotions, with typical prosocial emotions,  and unspecified). They can be found [https://icd.who.int/browse11/l-m/en#/http%3a%2f%2fid.who.int%2ficd%2fentity%2f736540987 here].
&lt;br&gt;
&lt;big&gt;Changes in DSM-5&lt;/big&gt;
&lt;br&gt;
The diagnostic criteria for ADHD changed slightly from DSM-IV to DSM-5. See the changes [https://www.ncbi.nlm.nih.gov/books/NBK519712/table/ch3.t14/ here]. 

{{blockquotebottom}}&lt;ref&gt;{{Cite web|url=https://icd.who.int/browse11/l-m/en#/http://id.who.int/icd/entity/1545599508|title=ICD-11 for Mortality and Morbidity Statistics|website=icd.who.int|access-date=2022-07-11}}&lt;/ref&gt;

===Base rates of ODD in different clinical settings===
This section describes the demographic setting of the population(s) sampled, base rates of diagnosis, country/region sampled and the diagnostic method that was used. Using this information, clinicians will be able to anchor the rate of ODD that they are likely to see in their clinical practice.

* '''''To see prevalence rates across multiple disorders, [[Evidence-based assessment/Preparation phase|click here.]]''''' 

{|class=&quot;wikitable sortable&quot; border=&quot;1&quot;
|-
! Demography 
! Setting !! Base Rate !! Diagnostic Method
|-
|| All of the U.S.  
| Nationally representative large-scale study (N = 3,119) &lt;ref&gt;Nock, M. K., Kazdin, A. E., Hiripi, E., &amp; Kessler, R. C. (2007). Lifetime prevalence, correlates, and persistence of oppositional defiant disorder: results from the National Comorbidity Survey Replication. ''Journal of Child Psychology and Psychiatry, 48''(7), 703-713.&lt;/ref&gt; 
|| 10.2% (overall)
11.2% (males) 

9.2% (females) 
|| World Health Organization (WHO) Composite International Diagnostic Interview (CIDI)&lt;sup&gt;r&lt;/sup&gt;
|-
|| Semi-rural North Carolina 
| Preschool-aged children from pediatric practices (N = 306; age 2 - 5 years old)&lt;ref&gt;Egger, H.L., &amp; Angold, A. (2006). Common emotional and behavioral disorders in preschool children: Presentation, nosology, and epidemiology. ''Journal of Child Psychiatry and Psychology, 47'', 313–337.&lt;/ref&gt; 
|| 6.6% 
|| Preschool Age Psychiatric Assessment (PAPA)&lt;sup&gt;p&lt;/sup&gt;
|-
|| Western North Carolina  
| The Great Smoky Mountains Study - longitudinal, population-based study of community sample&lt;ref&gt;Costello, E. J., Mustillo, S., Erkanli, A., Keeler, G., &amp; Angold, A. (2003) Prevalence and development of psychiatric disorders in adolescence. ''Arch Gen Psychiatry, 60'', 837-844.&lt;/ref&gt; 
|| 2.33% (overall) 
3.16% (males) 2.75% (females) 
|| Child and Adolescent Psychiatric Assessment (CAPA)&lt;sup&gt;p, y&lt;/sup&gt; 
|-
|| Chicago 
| Preschool-aged children from inner city schools and pediatric practices (N = 796; age 2 - 5 years old)&lt;ref&gt;Lavigne, J. V., LeBailly, S. A., Hopkins, J., Gouze, K. R., &amp; Binns, H. J. (2009). The prevalence of ADHD, ODD, depression, and anxiety in a community sample of 4-year-olds. ''Journal Of Clinical Child And Adolescent Psychology, 38''(3), 315-328. doi:10.1080/15374410902851382&lt;/ref&gt; 
|| 8.3% 
|| Diagnostic Interview Schedule for Children–Parent Scale–Young Child Version (DISC-YC) &lt;sup&gt;p&lt;/sup&gt;
|-
|| Various locations across USA
| Meta-analysis of 38 studies&lt;ref&gt;Canino G, Polanczyk G, Bauermeister JJ, et al. (2010) Does the prevalence of CD and ODD vary across cultures? Social Psychiatry Epidemiology, 45(7):695–704.&lt;/ref&gt; 
|| 3.3% 
|| Varied
|}

&lt;sup&gt;p&lt;/sup&gt; Parent interviewed as part of diagnostic assessment; &lt;sup&gt;y&lt;/sup&gt; youth interviewed as part of diagnostic assessment,  &lt;sup&gt;r&lt;/sup&gt; adult interviewed for retrospective report as part of diagnostic assessment

'''Note:''' Mash and Barkley note that prevalence rates of ODD must be qualified, because the definition of ODD has changed at a fast rate, the rates adolescents meeting criteria in any cross-sectional evaluation may be misleading because of the developmental progressions with and between ODD and Conduct Disorder, and categorical definitions of aggressive patterns may reflect arbitrary numbers of constituent estimates. These factors may lead to misleading prevalence rates. In addition, few studies have investigated the prevalence of ODD in preschool-aged children, and early onset of these behaviors is associated with more severe and stable impairment.&lt;ref&gt;Mash, E., &amp; Barkley, R. (Eds.). (2003). ''Child Psychopathology''. 2nd Edition. New York: Guilford Press.&lt;/ref&gt;

==[[Evidence based assessment/Prediction phase|'''Prediction phase''']]==
The following section contains a list of screening and diagnostic instruments for ODD. The section includes administration information, psychometric data, and PDFs or links to the screenings. 
* Screenings are used as part of the [[Evidence based assessment/Prediction phase|prediction phase]] of assessment; for more information on interpretation of this data, or how screenings fit in to the assessment process, click [[Evidence based assessment/Prediction phase|here]]. 
* '''''For a list of more broadly reaching screening instruments, [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prediction_phase&amp;wteswitched=1#Psychometric_properties_of_common_screening_instruments click here.]'''''

{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
! colspan=&quot;10&quot; |Screening measures for ODD
|-
! Measure
! Format (Reporter)
! Age Range
! Administration/
Completion Time
! Interrater Reliability
! Test-Retest Reliability
! Construct Validity
! Content Validity
! Highly Recommended
!Where to access
|-
|Achenbach System of Empirically Based Assessments (ASEBA): Child Behavior Checklist (CBCL)
|Parent report
|6-18 
&lt;ref name=&quot;:9&quot;&gt;{{Cite book|url=https://www.worldcat.org/oclc/1130319849|title=Assessment of disorders in childhood and adolescence|date=2020|others=Eric Arden Youngstrom, Mitchell J. Prinstein, Eric J. Mash, Russell A. Barkley|isbn=978-1-4625-4363-2|edition=Fifth edition|location=New York, NY|oclc=1130319849}}&lt;/ref&gt;
|10 - 15 minutes&lt;ref name=&quot;:9&quot; /&gt;
|A&lt;ref name=&quot;:0&quot;&gt;{{Cite book|url=https://www.worldcat.org/oclc/314222270|title=A guide to assessments that work|author=Hunsley, John|author2=Mash, Eric J.|date=2008|publisher=Oxford University Press|isbn=9780195310641|location=New York|oclc=314222270}}&lt;/ref&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|G&lt;ref name=&quot;:0&quot; /&gt;
|[[File:Light green check.svg|center|frameless|36x36px]]
|[https://store.aseba.org/School-Age-6-18-Materials/departments/11/ Purchase]  
|-
|ASEBA: Teacher Report Form (TRF) 
|Teacher report
|6-18 
&lt;ref name=&quot;:9&quot; /&gt;
|10 - 15 minutes&lt;ref name=&quot;:9&quot; /&gt;
|A&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|G&lt;ref name=&quot;:0&quot; /&gt;
|[[File:Light green check.svg|center|frameless|36x36px]]
|[https://store.aseba.org/School-Age-6-18-Materials/departments/11/ Purchase]  
|-
|ASEBA: Youth Self-Report (YSR)
|Youth self-report
|11-18 
&lt;ref name=&quot;:9&quot; /&gt;
|10 - 15 minutes&lt;ref name=&quot;:9&quot; /&gt;
|A&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|G&lt;ref name=&quot;:0&quot; /&gt;
|[[File:Light green check.svg|center|frameless|36x36px]]
|[https://store.aseba.org/School-Age-6-18-Materials/departments/11/ Purchase]  
|-
|Behavior Assessment for Children, Third Edition (BASC-3): Parent Rating Scale
|Parent report
|2-21
|10 - 20 minutes
|A&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|G&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
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|[https://www.pearsonassessments.com/store/usassessments/en/Store/Professional-Assessments/Behavior/Comprehensive/Behavior-Assessment-System-for-Children-%7C-Third-Edition-/p/100001402.html#:~:text=The%20BASC%E2%84%A2%20holds%20an,or%20adolescent's%20behavior%20and%20emotions. Purchase]
|-
|BASC-3: Teacher Rating Scale
|Teacher report
|2-21
|10 - 20 minutes
|A&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|G&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
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|-
|BASC-3: Self-Report of Personality


|Youth self-report
|6 - college age
|30 minutes
|A&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|G&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|[[File:Light green check.svg|center|frameless|36x36px]]
|[https://www.pearsonassessments.com/store/usassessments/en/Store/Professional-Assessments/Behavior/Comprehensive/Behavior-Assessment-System-for-Children-%7C-Third-Edition-/p/100001402.html#:~:text=The%20BASC%E2%84%A2%20holds%20an,or%20adolescent's%20behavior%20and%20emotions. Purchase]
|-
|Eyberg Child Behavior Inventory (ECBI)
|Parent report
|2-16
|5 minutes
|A&lt;ref name=&quot;:0&quot; /&gt;
|G&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
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|[[File:Light green check.svg|center|frameless|36x36px]]
|[https://www.parinc.com/products/pkey/97 Purchase]
|-
|Sutter-Eyberg Student Behavior Inventory - Revised (SESBI-R)
|Teacher report
|2-16
|5 minutes
|A&lt;ref name=&quot;:0&quot; /&gt;
|G&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|[[File:Light green check.svg|center|frameless|36x36px]]
|[https://www.parinc.com/products/pkey/97 Purchase]
|-
|Child and Adolescent  Behavior Inventory (CABI)
|Parent Report
|3 - 18
|5 - 10 minutes
|
|A&lt;ref&gt;{{Cite journal|last=Burns|first=G. Leonard|last2=Preszler|first2=Jonathan|last3=Becker|first3=Stephen P.|date=2022-07-04|title=Psychometric and Normative Information on the Child and Adolescent Behavior Inventory in a Nationally Representative Sample of United States Children|url=https://doi.org/10.1080/15374416.2020.1852943|journal=Journal of Clinical Child &amp; Adolescent Psychology|volume=51|issue=4|pages=443–452|doi=10.1080/15374416.2020.1852943|issn=1537-4416|pmc=PMC8272731|pmid=33428463}}&lt;/ref&gt;
|
|
|
|PDF
|-
|Strengths and Difficulties Questionnaire (SDQ)
|Parent report
|3 - 16 
|3 - 5 minutes
|E&lt;ref name=&quot;:10&quot;&gt;{{Cite journal|last=Goodman|first=Robert|date=2001-11-01|title=Psychometric Properties of the Strengths and Difficulties Questionnaire|url=https://www.jaacap.org/article/S0890-8567(09)60543-8/abstract|journal=Journal of the American Academy of Child &amp; Adolescent Psychiatry|language=English|volume=40|issue=11|pages=1337–1345|doi=10.1097/00004583-200111000-00015|issn=0890-8567|pmid=11699809}}&lt;/ref&gt;
|G&lt;ref name=&quot;:10&quot; /&gt;
|
|
|
|[https://www.sdqinfo.org/a0.html SDQ Homepage][https://www.sdqinfo.org/py/sdqinfo/b0.py PDFs]
|-
|Disruptive Behavior Disorder Rating Scale
|Parent report, teacher report
|5 - 17
|5 - 10 minutes
|
|
|
|
|
|[https://web.archive.org/web/20151123022653/http://ccf.buffalo.edu/pdf/DBD_rating_scale.pdf PDF]
|}

'''Note:''' L = Less than adequate; A = Adequate; G = Good; E = Excellent; U = Unavailable; NA = Not applicable
=== Likelihood ratios and AUCs of screening instruments for ODD ===
* '''''For a list of the likelihood ratios for more broadly reaching screening instruments, [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prediction_phase&amp;wteswitched=1#Likelihood_ratios_and_AUCs_of_common_screening_instruments click here.]''''' 
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
! Screening Measure (Primary Reference)
! Area Under Curve (AUC)
! LR+ (Score)
! LR- (Score)
! Clinical Generalizability
!Where to Access
|-
|
|
|
|
|
|
|-
|
|
|
|
|
|
|}

'''Note:''' “LR+” refers to the change in likelihood ratio associated with a positive test score, and “LR-” is the likelihood ratio for a low score. Likelihood ratios of 1 indicate that the test result did not change impressions at all. LRs larger than 10 or smaller than .10 are frequently clinically decisive; 5 or .20 are helpful, and between 2.0 and .5 are small enough that they rarely result in clinically meaningful changes of formulation&lt;ref&gt;Sackett, D. L., Straus, S. E., Richardson, W. S., Rosenberg, W., &amp; Haynes, R. B. (2000). Evidence-based medicine: How to practice and teach EBM. Edinburgh: Churchill Livingstone.&lt;/ref&gt;.

'''Search terms:''' [Oppositional Defiant Disorder] AND [sensitivity OR specificity] in GoogleScholar and PsychINFO

=== Interpreting ODD screening measure scores ===

* For information on interpreting screening measure scores, click [[Evidence based assessment/Prediction phase#Interpreting screening measure scores|here.]]

== [[Evidence based assessment/Prescription phase|'''Prescription phase''']] ==

=== Gold standard diagnostic interviews ===

* For a list of broad reaching diagnostic interviews sortable by disorder with PDFs (if applicable), [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prescription_phase&amp;wteswitched=1#Common_Diagnostic_Interviews click here.]

=== Recommended diagnostic instruments for ODD ===
{| class=&quot;wikitable sortable&quot;
! colspan=&quot;10&quot; |Diagnostic instruments for ODD
|-
!Measure
!Format (Reporter)
!Age Range
!Administration/
Completion Time
!Interrater Reliability
!Test-Retest Reliability
!Construct Validity
!Content Validity
!Highly Recommended
!Where to Access
|-
|Kiddie Schedule for Affective Disorders and Schizophrenia Present and Lifetime Version (KSADS-PL)
|Structured interview
|6-28
|45-75 minutes
|E&lt;ref name=&quot;:11&quot;&gt;{{Cite journal|last=KAUFMAN|first=JOAN|last2=BIRMAHER|first2=BORIS|last3=BRENT|first3=DAVID|last4=RAO|first4=UMA|last5=FLYNN|first5=CYNTHIA|last6=MORECI|first6=PAULA|last7=WILLIAMSON|first7=DOUGLAS|last8=RYAN|first8=NEAL|date=1997-07|title=Schedule for Affective Disorders and Schizophrenia for School-Age Children-Present and Lifetime Version (K-SADS-PL): Initial Reliability and Validity Data|url=https://doi.org/10.1097/00004583-199707000-00021|journal=Journal of the American Academy of Child &amp;amp; Adolescent Psychiatry|volume=36|issue=7|pages=980–988|doi=10.1097/00004583-199707000-00021|issn=0890-8567}}&lt;/ref&gt;
|G&lt;ref name=&quot;:11&quot; /&gt;
|
|
|
|[https://www.pediatricbipolar.pitt.edu/resources/instruments Website to access]
|-
|Diagnostic Interview Schedule for Children (DISC-5)
|Structured Interview (Self report and parent)
|6-17
|
|
|
|
|
|
|[https://telesage.com/netdisc-5/# Coming soon]
|}
'''Note:''' L = Less than adequate; A = Adequate; G = Good; E = Excellent; U = Unavailable; NA = Not applicable
=== Stage 2: ===

*Structured Diagnostic Interview
**Available online: [https://mfr.osf.io/render?url=https://osf.io/pqhxy/?action=download%26mode=render KSADS]
**Helps to assess potential comorbidity. 
*Standardized intelligence test ''(e.g., WASI, WISC****)'' and academic achievement screener ''(e.g., WRAT, WIAT, WJ cog****)''
*Developmental and medical history obtained through clinical interview
*Observational analogues, including parent-child interactions – examples:
**Child’s Game: child directed play
**Parent’s Game: parent directed play 
**Clean Up: clean up task in which parent instructs child to clean up specific toys
*Parent observation measures
**E.g., Parent Daily Report
*Level of functional impairment or adaptive disability determined through interviews or ratings 
**E.g., Child and Adolescent Functional Assessment Scale
*Age of onset of conduct problems established through clinical or structured interviews with parent or youth
**Helps determine developmental pathway, which has implications for the “three P’s”.&lt;ref&gt;Moffitt, T. E. (1993). Adolescence-Limited and Life-Course-Persistent Antisocial Behavior: A Developmental Taxonomy. ''Psychological Review'', ''100''(4), 674–701.&lt;/ref&gt;
**Helps determine temporal ordering of potential comorbid disorders (e.g., did anxiety problems precede conduct problems, or vice-versa?), which also has implications for “three P’s”

=== Stage 3: ===

*Broader social and environmental context should be assessed.
**E.g., Neighborhood Questionnaire, Community Interaction Checklist, Things I Have Seen and Heard
*Assessment of social informational processing could yield important information relevant to the “three P’s”
**E.g., Intention-Cue Detection Task
*Parental/personal adjustment assessment to assess for familial risk factors
**E.g., Antisocial Behavior Checklist
*Further assessments specific to the symptomatology of the child or adolescent should be conducted
**E.g., assessments specific to fire-setting behaviors

'''Additional notes:'''
*Covert conduct problem behaviors are difficult to assess, and the clinical utility of some innovative observational paradigms needs to be demonstrated. 
*McMahon &amp; Frick (2005) point to the “recent proliferation of research concerning girls and CP (p. 496) and suggest that this emerging research “should facilitate the development of evidence-based guidelines that are applicable to girls in the near future.” For the time being, they recommend following the same guidelines for girls as for boys, with the addition of a measure of relational aggression in girls.&lt;ref name=&quot;:0&quot; /&gt;

== Demographic information ==


==Diagnosis==

&lt;nowiki&gt;***&lt;/nowiki&gt; Recommend adding DSM-5 criteria (and ICD specifiers?)


===Recommended diagnostic interviews=== 

[http://narr.bmap.ucla.edu/docs/MINI_v5_002006.pdf &quot;The Mini International Neuropsychiatric Interview for Children&amp;Prime;] (MINI-Kids)-available  and &amp;Prime;the Kiddie-SADS-Present and Lifetime Version&quot; [https://mfr.osf.io/render?url=https://osf.io/r47d9/?action=download%26mode=render KSADS-PL DSM-5 November 2016: Supplemental #4: Neurodevelopmental, Disruptive, and Conduct Disorders Supplement].

===Screening instruments===

The following table provides diagnostic efficiency information for the Child Behavior Checklist (CBCL; Achenbach, 1991; hardcopy and scoring system available at the Finley Clinic); the Strengths and Difficulties Questionnaire&lt;ref name=&quot;:6&quot;&gt;{{Cite journal|last=Shabani|first=Amir|last2=Masoumian|first2=Samira|last3=Zamirinejad|first3=Somayeh|last4=Hejri|first4=Maryam|last5=Pirmorad|first5=Tahereh|last6=Yaghmaeezadeh|first6=Hooman|date=2021-05|title=Psychometric properties of Structured Clinical Interview for DSM‐5 Disorders‐Clinician Version (SCID‐5‐CV)|url=https://onlinelibrary.wiley.com/doi/10.1002/brb3.1894|journal=Brain and Behavior|language=en|volume=11|issue=5|doi=10.1002/brb3.1894|issn=2162-3279|pmc=PMC8119811|pmid=33729681}}&lt;/ref&gt;; see http://www.sdqinfo.com/ to access the questionnaire and scoring information; and the Eyberg Child Behavior Index (ECBI)&lt;ref name=&quot;:8&quot;&gt;Eyberg, S. M., &amp; Robinson, E. A. (1983). Conduct problem behavior: Standardization of a behavioral rating scale with adolescents. Journal of Clinical Child Psychology, 12 (3), 347-354.&lt;/ref&gt;. '''Appendix 2''' includes a copy of the Eyberg Child Behavior Checklist&lt;ref name=&quot;:8&quot; /&gt;.

===Psychometric properties of screening measures for ODD===
{| class=&quot;wikitable&quot;
|-
! Screening Measure (Primary Preference) !! AUC !! LR+ (Score) !! LR- (Score) !! Citation
|-
| MINI-Kids || .81&lt;ref name=&quot;:1&quot;&gt;{{Cite journal|date=2001-08-01|title=Test-Retest Reliability of Anxiety Symptoms and Diagnoses With the Anxiety Disorders Interview Schedule for DSM-IV: Child and Parent Versions|url=https://www.sciencedirect.com/science/article/pii/S0890856709603427|journal=Journal of the American Academy of Child &amp; Adolescent Psychiatry|language=en|volume=40|issue=8|pages=937–944|doi=10.1097/00004583-200108000-00016|issn=0890-8567}}&lt;/ref&gt;|| 3.00&lt;ref name=&quot;:1&quot; /&gt;|| .65&lt;ref name=&quot;:1&quot; /&gt;|| 
|- 
| colspan=&quot;8&quot;  span style=&quot;font-size:110%; text-align:center;&quot; | &lt;b&gt; Children and Adolescents (6 to 18 years)&lt;/b&gt;
|-
| CBCL Aggression ''T''-score&lt;ref name=&quot;:7&quot;&gt;Achenbach, T. M. (1991a). ''Manual for the Child Behavior Checklist/4–18 and 1991 Profile''. Burlington , VT : University of Vermont Department of Psychiatry.&lt;/ref&gt;|| .803 (''N''=370)&lt;ref name=&quot;:2&quot;&gt;{{Cite journal|last=Fresco|first=David M.|last2=Mennin|first2=Douglas S.|last3=Heimberg|first3=Richard G.|last4=Turk|first4=Cynthia L.|title=Using the Penn State Worry Questionnaire to identify individuals with generalized anxiety disorder: a receiver operating characteristic analysis|url=http://linkinghub.elsevier.com/retrieve/pii/S0005791603000569|journal=Journal of Behavior Therapy and Experimental Psychiatry|volume=34|issue=3-4|pages=283–291|doi=10.1016/j.jbtep.2003.09.001}}&lt;/ref&gt;|| 4.18 (55+)&lt;ref name=&quot;:2&quot; /&gt;|| .35 (&lt;55)&lt;ref name=&quot;:2&quot; /&gt;|| 
|-
|  || .71 (''N''=475)&lt;ref name=&quot;:3&quot;&gt;Ebesutani, C., Bernstein, A., Nakamura, B. J., Chorpita, B. F., Higa-McMillan, C. K., &amp; Weisz, J. R. (2010). Concurrent validity of the child behavior checklist DSM-oriented scales: Correspondence with DSM diagnoses and comparison to syndrome scales. ''Journal of Psychopathology and Behavioral Assessment, 32''(3), 373-384.&lt;/ref&gt;|| ------- || ------- || 
|-
| CBCL DSM-Oriented Scales&lt;ref name=&quot;:7&quot; /&gt;|| .71 (N=475)&lt;ref name=&quot;:3&quot; /&gt;|| ------- || ------- || 
|-
|  || ------- || 2.46 (60+ to 70+)*&lt;ref name=&quot;:4&quot;&gt;Warnick, E. M., Bracken, M. B., &amp; Kasl, S. (2008). Screening efficiency of the Child Behavior Checklist and Strengths and Difficulties Questionnaire: a systematic review. ''Child and Adolescent Mental Health, 13''(3), 140-147.&lt;/ref&gt;|| .54 (&lt;60 to &lt;70)*&lt;ref name=&quot;:4&quot; /&gt;|| 
|-
| colspan=&quot;8&quot;  span style=&quot;font-size:110%; text-align:center;&quot; | &lt;b&gt; Children and Adolescents (4 to 12 years)&lt;/b&gt;
|-
| SDQ- Conduct Problems Scale&lt;ref name=&quot;:6&quot; /&gt;|| ------- || 8.33 (Not specified)*&lt;ref name=&quot;:4&quot; /&gt;|| .27 (Not specified)*&lt;ref name=&quot;:4&quot; /&gt;|| 
|-
| colspan=&quot;8&quot;  span style=&quot;font-size:110%; text-align:center;&quot; | &lt;b&gt; Children and Adolescents (2 to 16 years)&lt;/b&gt;
|-
| ECBI- Intensity Scale&lt;ref name=&quot;:8&quot; /&gt;|| ------- || 6.92 (131+)&lt;ref name=&quot;:5&quot;&gt;{{Cite journal|last=LYNEHAM|first=HEIDI J.|last2=ABBOTT|first2=MAREE J.|last3=RAPEE|first3=RONALD M.|date=2007-06|title=Interrater Reliability of the Anxiety Disorders Interview Schedule for DSM-IV: Child and Parent Version|url=https://doi.org/10.1097/chi.0b013e3180465a09|journal=Journal of the American Academy of Child &amp;amp; Adolescent Psychiatry|volume=46|issue=6|pages=731–736|doi=10.1097/chi.0b013e3180465a09|issn=0890-8567}}&lt;/ref&gt;|| .11 (&lt;131)&lt;ref name=&quot;:5&quot; /&gt;|| 
|}

'''Note:''' “LR+” refers to the change in likelihood ratio associated with a positive test score, and “LR-” is the likelihood ratio for a low score. Likelihood ratios of 1 indicate that the test result did not change impressions at all. LRs larger than 10 or smaller than .10 are frequently clinically decisive; 5 or .20 are helpful, and between 2.0 and .5 are small enough that they rarely result in clinically meaningful changes of formulation&lt;ref&gt;Sackett D, Strauss S, Richardson W, et al. Evidence-Based Medicine: How to Practice and Teach EBM.2nd ed. Churchill Livingstone; Edinburgh: 2000.&lt;/ref&gt;.

''Searches (specified below) did not yield any data about sensitivity, specificity, AUC, or ROC for the Externalizing scale of the CBCL. Searches also did not yield data about TRF or YSR scales for Aggression or Externalizing: Achenbach and Rescorla (2001) provide data about clinically referred vs. non-referred samples but not about samples with oppositional disorder specifically; thus, only AUC and LRs for the Aggression scale are reported. In addition, searches did not yield any information on the AUC for Oppositional Defiant Disorder, however, there are studies looking at the AUC for the SDQ at differentiating clinical from non-clinical samples. Also, there was no information on the Problem Scale of the ECBI, and no information on the AUC for the ECBI.''

==Treatment==
===Behavioral parent training===

Behavioral Parent Training is considered the most effective treatment for childhood disruptive behavior disorders (e.g., Oppositional Defiant Disorder), especially for younger children (i.e., 3-8 year-olds). See http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/rule-breaking-defiance-and-acting-out/ a website sponsored by The Society for Child and Adolescent Psychology (APA, Division 53) and the Association for Behavioral and Cognitive Therapies (ABCT), for current summary of evidence-based treatments. 

===Overview of recommendations for assessment and treatment=== 
See the [https://pathways.nice.org.uk/pathways/antisocial-behaviour-and-conduct-disorders-in-children-and-young-people#content=view-info-category%3Aview-about-menu National Institute for Health and Care Excellence (NICE) Practice Guidelines for Childhood Conduct Disorders], for an overview of recommendations for both assessment and treatment of Oppositional Defiant Disorder.

==Process and outcome measures==
===Severity and outcome===

====Clinically significant change benchmarks with common instruments====
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
|-
| rowspan=1&quot; style=&quot;text-align:center;font-size:130%;&quot; | &lt;b&gt; Measure&lt;/b&gt;
| style=&quot;text-align:center;font-size:130%;&quot; | &lt;b&gt; Subscale&lt;/b&gt;
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:130%&quot; width=&quot;300&quot; | &lt;b&gt; Cut-off scores&lt;/b&gt;
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:120%&quot; | &lt;b&gt; Critical Change &lt;br&gt; (unstandardized scores)&lt;/b&gt;
|-
| colspan=&quot;8&quot;  span style=&quot;font-size:110%; text-align:center;&quot; | &lt;b&gt; Benchmarks Based on Published Norms&lt;/b&gt;
|-
| colspan=&quot;2&quot; |
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; A&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; B&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; C&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; 95%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; 90%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; SE&lt;sub&gt;difference&lt;/sub&gt;&lt;/b&gt;
|-
|rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | &lt;b&gt; CBCL T-scores &lt;br&gt; (2001 Norms)&lt;/b&gt;
| style=&quot;text-align:right;&quot; | &lt;i&gt; Externalizing&lt;/i&gt;
| style=&quot;text-align:center;&quot;| 49
| style=&quot;text-align:center;&quot;| 70
| style=&quot;text-align:center;&quot;| 58
| style=&quot;text-align:center;&quot;| 7
| style=&quot;text-align:center;&quot;| 6
| style=&quot;text-align:center;&quot;| 3.4
|-
| colspan=&quot;8&quot;  span style=&quot;font-size:110%; text-align:center;&quot; | &lt;b&gt; CBCL Benchmarks Based on Oppositional Defiant Disorder Samples Were Not Found in Searches*&lt;/b&gt;
|-
| rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | &lt;b&gt; ECBI Scaled Scores &lt;br&gt; (1983 Norms)&lt;/b&gt;
| style=&quot;text-align:right;&quot; | &lt;i&gt; Intensity&lt;/i&gt;
| style=&quot;text-align:center;&quot;| 80.1
| style=&quot;text-align:center;&quot;| 169.5
| style=&quot;text-align:center;&quot;| 112.9
| style=&quot;text-align:center;&quot;| 9.5
| style=&quot;text-align:center;&quot;| 8
| style=&quot;text-align:center;&quot;| 4.8
|-
| rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | &lt;b&gt; ECBI Scaled Scores &lt;br&gt; (1983 Norms)&lt;/b&gt;
| style=&quot;text-align:right;&quot; | &lt;i&gt; Problem&lt;/i&gt;
| style=&quot;text-align:center;&quot;| 3.9
| style=&quot;text-align:center;&quot;| 17.7
| style=&quot;text-align:center;&quot;| 11.5
| style=&quot;text-align:center;&quot;| 2.1
| style=&quot;text-align:center;&quot;| 1.8
| style=&quot;text-align:center;&quot;| 1.1
|}

'''Note:''' “A” = Away from the clinical range, “B” = Back into the nonclinical range, “C” = Closer to the nonclinical than clinical mean. 

'''Search terms:''' (1) “Strengths and Difficulties Questionnaire,” (2) Strengths and Difficulties Questionnaire AND benchmarks, searches previously mentioned.

=== Process measures===
See Section 1.1 for overview of evidence-based measures to use depending on etiology and symptomatology of Oppositional Defiant Disorder.

== External Links ==
*[https://sccap53.org Society of Clinical Child and Adolescent Psychology]
*http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/rule-breaking-defiance-and-acting-out/

== References ==
{{collapse top|Click here for references}}
{{Reflist|30em}}

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{{medical disclaimer}}
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==[[Evidence based assessment/Portfolio template/What is a &quot;portfolio&quot;|'''What is a &quot;portfolio&quot;?''']]==
* For background information on what assessment portfolios are, click the link in the heading above.

==[[Evidence based assessment/Preparation phase|'''Preparation phase''']]==
=== Diagnostic criteria for oppositional defiant disorder===

{{blockquotetop}}
&lt;big&gt;ICD-11 Diagnostic Criteria&lt;/big&gt;&lt;br&gt;
&lt;br&gt;
'''General Description:'''
Oppositional defiant disorder is a persistent pattern (e.g., 6 months or more) of markedly defiant, disobedient, provocative or spiteful behaviour that occurs more frequently than is typically observed in individuals of comparable age and developmental level and that is not restricted to interaction with siblings. Oppositional defiant disorder may be manifest in prevailing, persistent angry or irritable mood, often accompanied by severe temper outbursts or in headstrong, argumentative and defiant behaviour. The behavior pattern is of sufficient severity to result in significant impairment in personal, family, social, educational, occupational or other important areas of functioning
&lt;br&gt;
&lt;br&gt;
'''Oppositional Defiant Disorder With Chronic Irritability-Anger:''' All definitional requirements for oppositional defiant disorder are met. This form of oppositional defiant disorder is characterized by prevailing, persistent angry or irritable mood that may be present independent of any apparent provocation. The negative mood is often accompanied by regularly occurring severe temper outbursts that are grossly out of proportion in intensity or duration to the provocation. Chronic irritability and anger are characteristic of the individual’s functioning nearly every day, are observable across multiple settings or domains of functioning (e.g., home, school, social relationships), and are not restricted to the individual’s relationship with his/her parents or guardians. The pattern of chronic irritability and anger is not limited to occasional episodes (e.g., developmentally typical irritability) or discrete periods (e.g., irritable mood in the context of manic or depressive episodes).
*Note: The ICD-11 lists 3 additional subcategories of oppositional defiant disorder with chronic irritability-anger (i.e., with limited prosocial emotions, with typical prosocial emotions, and unspecified). They can be found [https://icd.who.int/browse11/l-m/en#/http%3a%2f%2fid.who.int%2ficd%2fentity%2f818792113 here]. 
&lt;br&gt;
'''Oppositional Defiant Disorder Without Chronic Irritability-Anger:''' 
Meets all definitional requirements for oppositional defiant disorder. This form of oppositional defiant disorder is not characterized by prevailing, persistent, angry or irritable mood, but does feature headstrong, argumentative, and defiant behavior.
*Note: The ICD-11 lists 3 additional subcategories of oppositional defiant disorder without chronic irritability-anger (i.e., with limited prosocial emotions, with typical prosocial emotions,  and unspecified). They can be found [https://icd.who.int/browse11/l-m/en#/http%3a%2f%2fid.who.int%2ficd%2fentity%2f736540987 here].
&lt;br&gt;
&lt;big&gt;Changes in DSM-5&lt;/big&gt;
&lt;br&gt;
The diagnostic criteria for ADHD changed slightly from DSM-IV to DSM-5. See the changes [https://www.ncbi.nlm.nih.gov/books/NBK519712/table/ch3.t14/ here]. 

{{blockquotebottom}}&lt;ref&gt;{{Cite web|url=https://icd.who.int/browse11/l-m/en#/http://id.who.int/icd/entity/1545599508|title=ICD-11 for Mortality and Morbidity Statistics|website=icd.who.int|access-date=2022-07-11}}&lt;/ref&gt;

===Base rates of ODD in different clinical settings===
This section describes the demographic setting of the population(s) sampled, base rates of diagnosis, country/region sampled and the diagnostic method that was used. Using this information, clinicians will be able to anchor the rate of ODD that they are likely to see in their clinical practice.

* '''''To see prevalence rates across multiple disorders, [[Evidence-based assessment/Preparation phase|click here.]]''''' 

{|class=&quot;wikitable sortable&quot; border=&quot;1&quot;
|-
! Demography 
! Setting !! Base Rate !! Diagnostic Method
|-
|| All of the U.S.  
| Nationally representative large-scale study (N = 3,119) &lt;ref&gt;Nock, M. K., Kazdin, A. E., Hiripi, E., &amp; Kessler, R. C. (2007). Lifetime prevalence, correlates, and persistence of oppositional defiant disorder: results from the National Comorbidity Survey Replication. ''Journal of Child Psychology and Psychiatry, 48''(7), 703-713.&lt;/ref&gt; 
|| 10.2% (overall)
11.2% (males) 

9.2% (females) 
|| World Health Organization (WHO) Composite International Diagnostic Interview (CIDI)&lt;sup&gt;r&lt;/sup&gt;
|-
|| Semi-rural North Carolina 
| Preschool-aged children from pediatric practices (N = 306; age 2 - 5 years old)&lt;ref&gt;Egger, H.L., &amp; Angold, A. (2006). Common emotional and behavioral disorders in preschool children: Presentation, nosology, and epidemiology. ''Journal of Child Psychiatry and Psychology, 47'', 313–337.&lt;/ref&gt; 
|| 6.6% 
|| Preschool Age Psychiatric Assessment (PAPA)&lt;sup&gt;p&lt;/sup&gt;
|-
|| Western North Carolina  
| The Great Smoky Mountains Study - longitudinal, population-based study of community sample&lt;ref&gt;Costello, E. J., Mustillo, S., Erkanli, A., Keeler, G., &amp; Angold, A. (2003) Prevalence and development of psychiatric disorders in adolescence. ''Arch Gen Psychiatry, 60'', 837-844.&lt;/ref&gt; 
|| 2.33% (overall) 
3.16% (males) 2.75% (females) 
|| Child and Adolescent Psychiatric Assessment (CAPA)&lt;sup&gt;p, y&lt;/sup&gt; 
|-
|| Chicago 
| Preschool-aged children from inner city schools and pediatric practices (N = 796; age 2 - 5 years old)&lt;ref&gt;Lavigne, J. V., LeBailly, S. A., Hopkins, J., Gouze, K. R., &amp; Binns, H. J. (2009). The prevalence of ADHD, ODD, depression, and anxiety in a community sample of 4-year-olds. ''Journal Of Clinical Child And Adolescent Psychology, 38''(3), 315-328. doi:10.1080/15374410902851382&lt;/ref&gt; 
|| 8.3% 
|| Diagnostic Interview Schedule for Children–Parent Scale–Young Child Version (DISC-YC) &lt;sup&gt;p&lt;/sup&gt;
|-
|| Various locations across USA
| Meta-analysis of 38 studies&lt;ref&gt;Canino G, Polanczyk G, Bauermeister JJ, et al. (2010) Does the prevalence of CD and ODD vary across cultures? Social Psychiatry Epidemiology, 45(7):695–704.&lt;/ref&gt; 
|| 3.3% 
|| Varied
|}

&lt;sup&gt;p&lt;/sup&gt; Parent interviewed as part of diagnostic assessment; &lt;sup&gt;y&lt;/sup&gt; youth interviewed as part of diagnostic assessment,  &lt;sup&gt;r&lt;/sup&gt; adult interviewed for retrospective report as part of diagnostic assessment

'''Note:''' Mash and Barkley note that prevalence rates of ODD must be qualified, because the definition of ODD has changed at a fast rate, the rates adolescents meeting criteria in any cross-sectional evaluation may be misleading because of the developmental progressions with and between ODD and Conduct Disorder, and categorical definitions of aggressive patterns may reflect arbitrary numbers of constituent estimates. These factors may lead to misleading prevalence rates. In addition, few studies have investigated the prevalence of ODD in preschool-aged children, and early onset of these behaviors is associated with more severe and stable impairment.&lt;ref&gt;Mash, E., &amp; Barkley, R. (Eds.). (2003). ''Child Psychopathology''. 2nd Edition. New York: Guilford Press.&lt;/ref&gt;

==[[Evidence based assessment/Prediction phase|'''Prediction phase''']]==
The following section contains a list of screening and diagnostic instruments for ODD. The section includes administration information, psychometric data, and PDFs or links to the screenings. 
* Screenings are used as part of the [[Evidence based assessment/Prediction phase|prediction phase]] of assessment; for more information on interpretation of this data, or how screenings fit in to the assessment process, click [[Evidence based assessment/Prediction phase|here]]. 
* '''''For a list of more broadly reaching screening instruments, [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prediction_phase&amp;wteswitched=1#Psychometric_properties_of_common_screening_instruments click here.]'''''

{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
! colspan=&quot;10&quot; |Screening measures for ODD
|-
! Measure
! Format (Reporter)
! Age Range
! Administration/
Completion Time
! Interrater Reliability
! Test-Retest Reliability
! Construct Validity
! Content Validity
! Highly Recommended
!Where to access
|-
|Achenbach System of Empirically Based Assessments (ASEBA): Child Behavior Checklist (CBCL)
|Parent report
|6-18 
&lt;ref name=&quot;:9&quot;&gt;{{Cite book|url=https://www.worldcat.org/oclc/1130319849|title=Assessment of disorders in childhood and adolescence|date=2020|others=Eric Arden Youngstrom, Mitchell J. Prinstein, Eric J. Mash, Russell A. Barkley|isbn=978-1-4625-4363-2|edition=Fifth edition|location=New York, NY|oclc=1130319849}}&lt;/ref&gt;
|10 - 15 minutes&lt;ref name=&quot;:9&quot; /&gt;
|A&lt;ref name=&quot;:0&quot;&gt;{{Cite book|url=https://www.worldcat.org/oclc/314222270|title=A guide to assessments that work|author=Hunsley, John|author2=Mash, Eric J.|date=2008|publisher=Oxford University Press|isbn=9780195310641|location=New York|oclc=314222270}}&lt;/ref&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|G&lt;ref name=&quot;:0&quot; /&gt;
|[[File:Light green check.svg|center|frameless|36x36px]]
|[https://store.aseba.org/School-Age-6-18-Materials/departments/11/ Purchase]  
|-
|ASEBA: Teacher Report Form (TRF) 
|Teacher report
|6-18 
&lt;ref name=&quot;:9&quot; /&gt;
|10 - 15 minutes&lt;ref name=&quot;:9&quot; /&gt;
|A&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|G&lt;ref name=&quot;:0&quot; /&gt;
|[[File:Light green check.svg|center|frameless|36x36px]]
|[https://store.aseba.org/School-Age-6-18-Materials/departments/11/ Purchase]  
|-
|ASEBA: Youth Self-Report (YSR)
|Youth self-report
|11-18 
&lt;ref name=&quot;:9&quot; /&gt;
|10 - 15 minutes&lt;ref name=&quot;:9&quot; /&gt;
|A&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|G&lt;ref name=&quot;:0&quot; /&gt;
|[[File:Light green check.svg|center|frameless|36x36px]]
|[https://store.aseba.org/School-Age-6-18-Materials/departments/11/ Purchase]  
|-
|Behavior Assessment for Children, Third Edition (BASC-3): Parent Rating Scale
|Parent report
|2-21
|10 - 20 minutes
|A&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|G&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|[[File:Light green check.svg|center|frameless|36x36px]]
|[https://www.pearsonassessments.com/store/usassessments/en/Store/Professional-Assessments/Behavior/Comprehensive/Behavior-Assessment-System-for-Children-%7C-Third-Edition-/p/100001402.html#:~:text=The%20BASC%E2%84%A2%20holds%20an,or%20adolescent's%20behavior%20and%20emotions. Purchase]
|-
|BASC-3: Teacher Rating Scale
|Teacher report
|2-21
|10 - 20 minutes
|A&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|G&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|[[File:Light green check.svg|center|frameless|36x36px]]
|[https://www.pearsonassessments.com/store/usassessments/en/Store/Professional-Assessments/Behavior/Comprehensive/Behavior-Assessment-System-for-Children-%7C-Third-Edition-/p/100001402.html#:~:text=The%20BASC%E2%84%A2%20holds%20an,or%20adolescent's%20behavior%20and%20emotions. Purchase]
|-
|BASC-3: Self-Report of Personality


|Youth self-report
|6 - college age
|30 minutes
|A&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|G&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|[[File:Light green check.svg|center|frameless|36x36px]]
|[https://www.pearsonassessments.com/store/usassessments/en/Store/Professional-Assessments/Behavior/Comprehensive/Behavior-Assessment-System-for-Children-%7C-Third-Edition-/p/100001402.html#:~:text=The%20BASC%E2%84%A2%20holds%20an,or%20adolescent's%20behavior%20and%20emotions. Purchase]
|-
|Eyberg Child Behavior Inventory (ECBI)
|Parent report
|2-16
|5 minutes
|A&lt;ref name=&quot;:0&quot; /&gt;
|G&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|[[File:Light green check.svg|center|frameless|36x36px]]
|[https://www.parinc.com/products/pkey/97 Purchase]
|-
|Sutter-Eyberg Student Behavior Inventory - Revised (SESBI-R)
|Teacher report
|2-16
|5 minutes
|A&lt;ref name=&quot;:0&quot; /&gt;
|G&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|[[File:Light green check.svg|center|frameless|36x36px]]
|[https://www.parinc.com/products/pkey/97 Purchase]
|-
|Child and Adolescent  Behavior Inventory (CABI)
|Parent Report
|3 - 18
|5 - 10 minutes
|
|A&lt;ref&gt;{{Cite journal|last=Burns|first=G. Leonard|last2=Preszler|first2=Jonathan|last3=Becker|first3=Stephen P.|date=2022-07-04|title=Psychometric and Normative Information on the Child and Adolescent Behavior Inventory in a Nationally Representative Sample of United States Children|url=https://doi.org/10.1080/15374416.2020.1852943|journal=Journal of Clinical Child &amp; Adolescent Psychology|volume=51|issue=4|pages=443–452|doi=10.1080/15374416.2020.1852943|issn=1537-4416|pmc=PMC8272731|pmid=33428463}}&lt;/ref&gt;
|
|
|
|PDF
|-
|Strengths and Difficulties Questionnaire (SDQ)
|Parent report
|3 - 16 
|3 - 5 minutes
|E&lt;ref name=&quot;:10&quot;&gt;{{Cite journal|last=Goodman|first=Robert|date=2001-11-01|title=Psychometric Properties of the Strengths and Difficulties Questionnaire|url=https://www.jaacap.org/article/S0890-8567(09)60543-8/abstract|journal=Journal of the American Academy of Child &amp; Adolescent Psychiatry|language=English|volume=40|issue=11|pages=1337–1345|doi=10.1097/00004583-200111000-00015|issn=0890-8567|pmid=11699809}}&lt;/ref&gt;
|G&lt;ref name=&quot;:10&quot; /&gt;
|
|
|
|[https://www.sdqinfo.org/a0.html SDQ Homepage][https://www.sdqinfo.org/py/sdqinfo/b0.py PDFs]
|-
|Disruptive Behavior Disorder Rating Scale
|Parent report, teacher report
|5 - 17
|5 - 10 minutes
|
|
|
|
|
|[https://web.archive.org/web/20151123022653/http://ccf.buffalo.edu/pdf/DBD_rating_scale.pdf PDF]
|}

'''Note:''' L = Less than adequate; A = Adequate; G = Good; E = Excellent; U = Unavailable; NA = Not applicable
=== Likelihood ratios and AUCs of screening instruments for ODD ===
* '''''For a list of the likelihood ratios for more broadly reaching screening instruments, [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prediction_phase&amp;wteswitched=1#Likelihood_ratios_and_AUCs_of_common_screening_instruments click here.]''''' 
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
! Screening Measure (Primary Reference)
! Area Under Curve (AUC)
! LR+ (Score)
! LR- (Score)
! Clinical Generalizability
!Where to Access
|-
|
|
|
|
|
|
|-
|
|
|
|
|
|
|}

'''Note:''' “LR+” refers to the change in likelihood ratio associated with a positive test score, and “LR-” is the likelihood ratio for a low score. Likelihood ratios of 1 indicate that the test result did not change impressions at all. LRs larger than 10 or smaller than .10 are frequently clinically decisive; 5 or .20 are helpful, and between 2.0 and .5 are small enough that they rarely result in clinically meaningful changes of formulation&lt;ref&gt;Sackett, D. L., Straus, S. E., Richardson, W. S., Rosenberg, W., &amp; Haynes, R. B. (2000). Evidence-based medicine: How to practice and teach EBM. Edinburgh: Churchill Livingstone.&lt;/ref&gt;.

'''Search terms:''' [Oppositional Defiant Disorder] AND [sensitivity OR specificity] in GoogleScholar and PsychINFO

=== Interpreting ODD screening measure scores ===

* For information on interpreting screening measure scores, click [[Evidence based assessment/Prediction phase#Interpreting screening measure scores|here.]]

== [[Evidence based assessment/Prescription phase|'''Prescription phase''']] ==

=== Gold standard diagnostic interviews ===

* For a list of broad reaching diagnostic interviews sortable by disorder with PDFs (if applicable), [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prescription_phase&amp;wteswitched=1#Common_Diagnostic_Interviews click here.]

=== Recommended diagnostic instruments for ODD ===
{| class=&quot;wikitable sortable&quot;
! colspan=&quot;10&quot; |Diagnostic instruments for ODD
|-
!Measure
!Format (Reporter)
!Age Range
!Administration/
Completion Time
!Interrater Reliability
!Test-Retest Reliability
!Construct Validity
!Content Validity
!Highly Recommended
!Where to Access
|-
|Kiddie Schedule for Affective Disorders and Schizophrenia Present and Lifetime Version (KSADS-PL)
|Structured interview
|6-28
|45-75 minutes
|E&lt;ref name=&quot;:11&quot;&gt;{{Cite journal|last=KAUFMAN|first=JOAN|last2=BIRMAHER|first2=BORIS|last3=BRENT|first3=DAVID|last4=RAO|first4=UMA|last5=FLYNN|first5=CYNTHIA|last6=MORECI|first6=PAULA|last7=WILLIAMSON|first7=DOUGLAS|last8=RYAN|first8=NEAL|date=1997-07|title=Schedule for Affective Disorders and Schizophrenia for School-Age Children-Present and Lifetime Version (K-SADS-PL): Initial Reliability and Validity Data|url=https://doi.org/10.1097/00004583-199707000-00021|journal=Journal of the American Academy of Child &amp;amp; Adolescent Psychiatry|volume=36|issue=7|pages=980–988|doi=10.1097/00004583-199707000-00021|issn=0890-8567}}&lt;/ref&gt;
|G&lt;ref name=&quot;:11&quot; /&gt;
|
|
|
|[https://www.pediatricbipolar.pitt.edu/resources/instruments Website to access]
|-
|Diagnostic Interview Schedule for Children (DISC-5)
|Structured Interview (Self report and parent)
|6-17
|
|
|
|
|
|
|[https://telesage.com/netdisc-5/# Coming soon]
|}
'''Note:''' L = Less than adequate; A = Adequate; G = Good; E = Excellent; U = Unavailable; NA = Not applicable
*

== Demographic information ==


==Diagnosis==

&lt;nowiki&gt;***&lt;/nowiki&gt; Recommend adding DSM-5 criteria (and ICD specifiers?)


===Recommended diagnostic interviews=== 

[http://narr.bmap.ucla.edu/docs/MINI_v5_002006.pdf &quot;The Mini International Neuropsychiatric Interview for Children&amp;Prime;] (MINI-Kids)-available  and &amp;Prime;the Kiddie-SADS-Present and Lifetime Version&quot; [https://mfr.osf.io/render?url=https://osf.io/r47d9/?action=download%26mode=render KSADS-PL DSM-5 November 2016: Supplemental #4: Neurodevelopmental, Disruptive, and Conduct Disorders Supplement].

===Screening instruments===

The following table provides diagnostic efficiency information for the Child Behavior Checklist (CBCL; Achenbach, 1991; hardcopy and scoring system available at the Finley Clinic); the Strengths and Difficulties Questionnaire&lt;ref name=&quot;:6&quot;&gt;{{Cite journal|last=Shabani|first=Amir|last2=Masoumian|first2=Samira|last3=Zamirinejad|first3=Somayeh|last4=Hejri|first4=Maryam|last5=Pirmorad|first5=Tahereh|last6=Yaghmaeezadeh|first6=Hooman|date=2021-05|title=Psychometric properties of Structured Clinical Interview for DSM‐5 Disorders‐Clinician Version (SCID‐5‐CV)|url=https://onlinelibrary.wiley.com/doi/10.1002/brb3.1894|journal=Brain and Behavior|language=en|volume=11|issue=5|doi=10.1002/brb3.1894|issn=2162-3279|pmc=PMC8119811|pmid=33729681}}&lt;/ref&gt;; see http://www.sdqinfo.com/ to access the questionnaire and scoring information; and the Eyberg Child Behavior Index (ECBI)&lt;ref name=&quot;:8&quot;&gt;Eyberg, S. M., &amp; Robinson, E. A. (1983). Conduct problem behavior: Standardization of a behavioral rating scale with adolescents. Journal of Clinical Child Psychology, 12 (3), 347-354.&lt;/ref&gt;. '''Appendix 2''' includes a copy of the Eyberg Child Behavior Checklist&lt;ref name=&quot;:8&quot; /&gt;.

===Psychometric properties of screening measures for ODD===
{| class=&quot;wikitable&quot;
|-
! Screening Measure (Primary Preference) !! AUC !! LR+ (Score) !! LR- (Score) !! Citation
|-
| MINI-Kids || .81&lt;ref name=&quot;:1&quot;&gt;{{Cite journal|date=2001-08-01|title=Test-Retest Reliability of Anxiety Symptoms and Diagnoses With the Anxiety Disorders Interview Schedule for DSM-IV: Child and Parent Versions|url=https://www.sciencedirect.com/science/article/pii/S0890856709603427|journal=Journal of the American Academy of Child &amp; Adolescent Psychiatry|language=en|volume=40|issue=8|pages=937–944|doi=10.1097/00004583-200108000-00016|issn=0890-8567}}&lt;/ref&gt;|| 3.00&lt;ref name=&quot;:1&quot; /&gt;|| .65&lt;ref name=&quot;:1&quot; /&gt;|| 
|- 
| colspan=&quot;8&quot;  span style=&quot;font-size:110%; text-align:center;&quot; | &lt;b&gt; Children and Adolescents (6 to 18 years)&lt;/b&gt;
|-
| CBCL Aggression ''T''-score&lt;ref name=&quot;:7&quot;&gt;Achenbach, T. M. (1991a). ''Manual for the Child Behavior Checklist/4–18 and 1991 Profile''. Burlington , VT : University of Vermont Department of Psychiatry.&lt;/ref&gt;|| .803 (''N''=370)&lt;ref name=&quot;:2&quot;&gt;{{Cite journal|last=Fresco|first=David M.|last2=Mennin|first2=Douglas S.|last3=Heimberg|first3=Richard G.|last4=Turk|first4=Cynthia L.|title=Using the Penn State Worry Questionnaire to identify individuals with generalized anxiety disorder: a receiver operating characteristic analysis|url=http://linkinghub.elsevier.com/retrieve/pii/S0005791603000569|journal=Journal of Behavior Therapy and Experimental Psychiatry|volume=34|issue=3-4|pages=283–291|doi=10.1016/j.jbtep.2003.09.001}}&lt;/ref&gt;|| 4.18 (55+)&lt;ref name=&quot;:2&quot; /&gt;|| .35 (&lt;55)&lt;ref name=&quot;:2&quot; /&gt;|| 
|-
|  || .71 (''N''=475)&lt;ref name=&quot;:3&quot;&gt;Ebesutani, C., Bernstein, A., Nakamura, B. J., Chorpita, B. F., Higa-McMillan, C. K., &amp; Weisz, J. R. (2010). Concurrent validity of the child behavior checklist DSM-oriented scales: Correspondence with DSM diagnoses and comparison to syndrome scales. ''Journal of Psychopathology and Behavioral Assessment, 32''(3), 373-384.&lt;/ref&gt;|| ------- || ------- || 
|-
| CBCL DSM-Oriented Scales&lt;ref name=&quot;:7&quot; /&gt;|| .71 (N=475)&lt;ref name=&quot;:3&quot; /&gt;|| ------- || ------- || 
|-
|  || ------- || 2.46 (60+ to 70+)*&lt;ref name=&quot;:4&quot;&gt;Warnick, E. M., Bracken, M. B., &amp; Kasl, S. (2008). Screening efficiency of the Child Behavior Checklist and Strengths and Difficulties Questionnaire: a systematic review. ''Child and Adolescent Mental Health, 13''(3), 140-147.&lt;/ref&gt;|| .54 (&lt;60 to &lt;70)*&lt;ref name=&quot;:4&quot; /&gt;|| 
|-
| colspan=&quot;8&quot;  span style=&quot;font-size:110%; text-align:center;&quot; | &lt;b&gt; Children and Adolescents (4 to 12 years)&lt;/b&gt;
|-
| SDQ- Conduct Problems Scale&lt;ref name=&quot;:6&quot; /&gt;|| ------- || 8.33 (Not specified)*&lt;ref name=&quot;:4&quot; /&gt;|| .27 (Not specified)*&lt;ref name=&quot;:4&quot; /&gt;|| 
|-
| colspan=&quot;8&quot;  span style=&quot;font-size:110%; text-align:center;&quot; | &lt;b&gt; Children and Adolescents (2 to 16 years)&lt;/b&gt;
|-
| ECBI- Intensity Scale&lt;ref name=&quot;:8&quot; /&gt;|| ------- || 6.92 (131+)&lt;ref name=&quot;:5&quot;&gt;{{Cite journal|last=LYNEHAM|first=HEIDI J.|last2=ABBOTT|first2=MAREE J.|last3=RAPEE|first3=RONALD M.|date=2007-06|title=Interrater Reliability of the Anxiety Disorders Interview Schedule for DSM-IV: Child and Parent Version|url=https://doi.org/10.1097/chi.0b013e3180465a09|journal=Journal of the American Academy of Child &amp;amp; Adolescent Psychiatry|volume=46|issue=6|pages=731–736|doi=10.1097/chi.0b013e3180465a09|issn=0890-8567}}&lt;/ref&gt;|| .11 (&lt;131)&lt;ref name=&quot;:5&quot; /&gt;|| 
|}

'''Note:''' “LR+” refers to the change in likelihood ratio associated with a positive test score, and “LR-” is the likelihood ratio for a low score. Likelihood ratios of 1 indicate that the test result did not change impressions at all. LRs larger than 10 or smaller than .10 are frequently clinically decisive; 5 or .20 are helpful, and between 2.0 and .5 are small enough that they rarely result in clinically meaningful changes of formulation&lt;ref&gt;Sackett D, Strauss S, Richardson W, et al. Evidence-Based Medicine: How to Practice and Teach EBM.2nd ed. Churchill Livingstone; Edinburgh: 2000.&lt;/ref&gt;.

''Searches (specified below) did not yield any data about sensitivity, specificity, AUC, or ROC for the Externalizing scale of the CBCL. Searches also did not yield data about TRF or YSR scales for Aggression or Externalizing: Achenbach and Rescorla (2001) provide data about clinically referred vs. non-referred samples but not about samples with oppositional disorder specifically; thus, only AUC and LRs for the Aggression scale are reported. In addition, searches did not yield any information on the AUC for Oppositional Defiant Disorder, however, there are studies looking at the AUC for the SDQ at differentiating clinical from non-clinical samples. Also, there was no information on the Problem Scale of the ECBI, and no information on the AUC for the ECBI.''

==Treatment==
===Behavioral parent training===

Behavioral Parent Training is considered the most effective treatment for childhood disruptive behavior disorders (e.g., Oppositional Defiant Disorder), especially for younger children (i.e., 3-8 year-olds). See http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/rule-breaking-defiance-and-acting-out/ a website sponsored by The Society for Child and Adolescent Psychology (APA, Division 53) and the Association for Behavioral and Cognitive Therapies (ABCT), for current summary of evidence-based treatments. 

===Overview of recommendations for assessment and treatment=== 
See the [https://pathways.nice.org.uk/pathways/antisocial-behaviour-and-conduct-disorders-in-children-and-young-people#content=view-info-category%3Aview-about-menu National Institute for Health and Care Excellence (NICE) Practice Guidelines for Childhood Conduct Disorders], for an overview of recommendations for both assessment and treatment of Oppositional Defiant Disorder.

==Process and outcome measures==
===Severity and outcome===

====Clinically significant change benchmarks with common instruments====
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
|-
| rowspan=1&quot; style=&quot;text-align:center;font-size:130%;&quot; | &lt;b&gt; Measure&lt;/b&gt;
| style=&quot;text-align:center;font-size:130%;&quot; | &lt;b&gt; Subscale&lt;/b&gt;
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:130%&quot; width=&quot;300&quot; | &lt;b&gt; Cut-off scores&lt;/b&gt;
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:120%&quot; | &lt;b&gt; Critical Change &lt;br&gt; (unstandardized scores)&lt;/b&gt;
|-
| colspan=&quot;8&quot;  span style=&quot;font-size:110%; text-align:center;&quot; | &lt;b&gt; Benchmarks Based on Published Norms&lt;/b&gt;
|-
| colspan=&quot;2&quot; |
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; A&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; B&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; C&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; 95%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; 90%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; SE&lt;sub&gt;difference&lt;/sub&gt;&lt;/b&gt;
|-
|rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | &lt;b&gt; CBCL T-scores &lt;br&gt; (2001 Norms)&lt;/b&gt;
| style=&quot;text-align:right;&quot; | &lt;i&gt; Externalizing&lt;/i&gt;
| style=&quot;text-align:center;&quot;| 49
| style=&quot;text-align:center;&quot;| 70
| style=&quot;text-align:center;&quot;| 58
| style=&quot;text-align:center;&quot;| 7
| style=&quot;text-align:center;&quot;| 6
| style=&quot;text-align:center;&quot;| 3.4
|-
| colspan=&quot;8&quot;  span style=&quot;font-size:110%; text-align:center;&quot; | &lt;b&gt; CBCL Benchmarks Based on Oppositional Defiant Disorder Samples Were Not Found in Searches*&lt;/b&gt;
|-
| rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | &lt;b&gt; ECBI Scaled Scores &lt;br&gt; (1983 Norms)&lt;/b&gt;
| style=&quot;text-align:right;&quot; | &lt;i&gt; Intensity&lt;/i&gt;
| style=&quot;text-align:center;&quot;| 80.1
| style=&quot;text-align:center;&quot;| 169.5
| style=&quot;text-align:center;&quot;| 112.9
| style=&quot;text-align:center;&quot;| 9.5
| style=&quot;text-align:center;&quot;| 8
| style=&quot;text-align:center;&quot;| 4.8
|-
| rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | &lt;b&gt; ECBI Scaled Scores &lt;br&gt; (1983 Norms)&lt;/b&gt;
| style=&quot;text-align:right;&quot; | &lt;i&gt; Problem&lt;/i&gt;
| style=&quot;text-align:center;&quot;| 3.9
| style=&quot;text-align:center;&quot;| 17.7
| style=&quot;text-align:center;&quot;| 11.5
| style=&quot;text-align:center;&quot;| 2.1
| style=&quot;text-align:center;&quot;| 1.8
| style=&quot;text-align:center;&quot;| 1.1
|}

'''Note:''' “A” = Away from the clinical range, “B” = Back into the nonclinical range, “C” = Closer to the nonclinical than clinical mean. 

'''Search terms:''' (1) “Strengths and Difficulties Questionnaire,” (2) Strengths and Difficulties Questionnaire AND benchmarks, searches previously mentioned.

=== Process measures===
See Section 1.1 for overview of evidence-based measures to use depending on etiology and symptomatology of Oppositional Defiant Disorder.

== External Links ==
*[https://sccap53.org Society of Clinical Child and Adolescent Psychology]
*http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/rule-breaking-defiance-and-acting-out/

== References ==
{{collapse top|Click here for references}}
{{Reflist|30em}}

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{{medical disclaimer}}
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==[[Evidence based assessment/Portfolio template/What is a &quot;portfolio&quot;|'''What is a &quot;portfolio&quot;?''']]==
* For background information on what assessment portfolios are, click the link in the heading above.

==[[Evidence based assessment/Preparation phase|'''Preparation phase''']]==
=== Diagnostic criteria for oppositional defiant disorder===

{{blockquotetop}}
&lt;big&gt;ICD-11 Diagnostic Criteria&lt;/big&gt;&lt;br&gt;
&lt;br&gt;
'''General Description:'''
Oppositional defiant disorder is a persistent pattern (e.g., 6 months or more) of markedly defiant, disobedient, provocative or spiteful behaviour that occurs more frequently than is typically observed in individuals of comparable age and developmental level and that is not restricted to interaction with siblings. Oppositional defiant disorder may be manifest in prevailing, persistent angry or irritable mood, often accompanied by severe temper outbursts or in headstrong, argumentative and defiant behaviour. The behavior pattern is of sufficient severity to result in significant impairment in personal, family, social, educational, occupational or other important areas of functioning
&lt;br&gt;
&lt;br&gt;
'''Oppositional Defiant Disorder With Chronic Irritability-Anger:''' All definitional requirements for oppositional defiant disorder are met. This form of oppositional defiant disorder is characterized by prevailing, persistent angry or irritable mood that may be present independent of any apparent provocation. The negative mood is often accompanied by regularly occurring severe temper outbursts that are grossly out of proportion in intensity or duration to the provocation. Chronic irritability and anger are characteristic of the individual’s functioning nearly every day, are observable across multiple settings or domains of functioning (e.g., home, school, social relationships), and are not restricted to the individual’s relationship with his/her parents or guardians. The pattern of chronic irritability and anger is not limited to occasional episodes (e.g., developmentally typical irritability) or discrete periods (e.g., irritable mood in the context of manic or depressive episodes).
*Note: The ICD-11 lists 3 additional subcategories of oppositional defiant disorder with chronic irritability-anger (i.e., with limited prosocial emotions, with typical prosocial emotions, and unspecified). They can be found [https://icd.who.int/browse11/l-m/en#/http%3a%2f%2fid.who.int%2ficd%2fentity%2f818792113 here]. 
&lt;br&gt;
'''Oppositional Defiant Disorder Without Chronic Irritability-Anger:''' 
Meets all definitional requirements for oppositional defiant disorder. This form of oppositional defiant disorder is not characterized by prevailing, persistent, angry or irritable mood, but does feature headstrong, argumentative, and defiant behavior.
*Note: The ICD-11 lists 3 additional subcategories of oppositional defiant disorder without chronic irritability-anger (i.e., with limited prosocial emotions, with typical prosocial emotions,  and unspecified). They can be found [https://icd.who.int/browse11/l-m/en#/http%3a%2f%2fid.who.int%2ficd%2fentity%2f736540987 here].
&lt;br&gt;
&lt;big&gt;Changes in DSM-5&lt;/big&gt;
&lt;br&gt;
The diagnostic criteria for ADHD changed slightly from DSM-IV to DSM-5. See the changes [https://www.ncbi.nlm.nih.gov/books/NBK519712/table/ch3.t14/ here]. 

{{blockquotebottom}}&lt;ref&gt;{{Cite web|url=https://icd.who.int/browse11/l-m/en#/http://id.who.int/icd/entity/1545599508|title=ICD-11 for Mortality and Morbidity Statistics|website=icd.who.int|access-date=2022-07-11}}&lt;/ref&gt;

===Base rates of ODD in different clinical settings===
This section describes the demographic setting of the population(s) sampled, base rates of diagnosis, country/region sampled and the diagnostic method that was used. Using this information, clinicians will be able to anchor the rate of ODD that they are likely to see in their clinical practice.

* '''''To see prevalence rates across multiple disorders, [[Evidence-based assessment/Preparation phase|click here.]]''''' 

{|class=&quot;wikitable sortable&quot; border=&quot;1&quot;
|-
! Demography 
! Setting !! Base Rate !! Diagnostic Method
|-
|| All of the U.S.  
| Nationally representative large-scale study (N = 3,119) &lt;ref&gt;Nock, M. K., Kazdin, A. E., Hiripi, E., &amp; Kessler, R. C. (2007). Lifetime prevalence, correlates, and persistence of oppositional defiant disorder: results from the National Comorbidity Survey Replication. ''Journal of Child Psychology and Psychiatry, 48''(7), 703-713.&lt;/ref&gt; 
|| 10.2% (overall)
11.2% (males) 

9.2% (females) 
|| World Health Organization (WHO) Composite International Diagnostic Interview (CIDI)&lt;sup&gt;r&lt;/sup&gt;
|-
|| Semi-rural North Carolina 
| Preschool-aged children from pediatric practices (N = 306; age 2 - 5 years old)&lt;ref&gt;Egger, H.L., &amp; Angold, A. (2006). Common emotional and behavioral disorders in preschool children: Presentation, nosology, and epidemiology. ''Journal of Child Psychiatry and Psychology, 47'', 313–337.&lt;/ref&gt; 
|| 6.6% 
|| Preschool Age Psychiatric Assessment (PAPA)&lt;sup&gt;p&lt;/sup&gt;
|-
|| Western North Carolina  
| The Great Smoky Mountains Study - longitudinal, population-based study of community sample&lt;ref&gt;Costello, E. J., Mustillo, S., Erkanli, A., Keeler, G., &amp; Angold, A. (2003) Prevalence and development of psychiatric disorders in adolescence. ''Arch Gen Psychiatry, 60'', 837-844.&lt;/ref&gt; 
|| 2.33% (overall) 
3.16% (males) 2.75% (females) 
|| Child and Adolescent Psychiatric Assessment (CAPA)&lt;sup&gt;p, y&lt;/sup&gt; 
|-
|| Chicago 
| Preschool-aged children from inner city schools and pediatric practices (N = 796; age 2 - 5 years old)&lt;ref&gt;Lavigne, J. V., LeBailly, S. A., Hopkins, J., Gouze, K. R., &amp; Binns, H. J. (2009). The prevalence of ADHD, ODD, depression, and anxiety in a community sample of 4-year-olds. ''Journal Of Clinical Child And Adolescent Psychology, 38''(3), 315-328. doi:10.1080/15374410902851382&lt;/ref&gt; 
|| 8.3% 
|| Diagnostic Interview Schedule for Children–Parent Scale–Young Child Version (DISC-YC) &lt;sup&gt;p&lt;/sup&gt;
|-
|| Various locations across USA
| Meta-analysis of 38 studies&lt;ref&gt;Canino G, Polanczyk G, Bauermeister JJ, et al. (2010) Does the prevalence of CD and ODD vary across cultures? Social Psychiatry Epidemiology, 45(7):695–704.&lt;/ref&gt; 
|| 3.3% 
|| Varied
|}

&lt;sup&gt;p&lt;/sup&gt; Parent interviewed as part of diagnostic assessment; &lt;sup&gt;y&lt;/sup&gt; youth interviewed as part of diagnostic assessment,  &lt;sup&gt;r&lt;/sup&gt; adult interviewed for retrospective report as part of diagnostic assessment

'''Note:''' Mash and Barkley note that prevalence rates of ODD must be qualified, because the definition of ODD has changed at a fast rate, the rates adolescents meeting criteria in any cross-sectional evaluation may be misleading because of the developmental progressions with and between ODD and Conduct Disorder, and categorical definitions of aggressive patterns may reflect arbitrary numbers of constituent estimates. These factors may lead to misleading prevalence rates. In addition, few studies have investigated the prevalence of ODD in preschool-aged children, and early onset of these behaviors is associated with more severe and stable impairment.&lt;ref&gt;Mash, E., &amp; Barkley, R. (Eds.). (2003). ''Child Psychopathology''. 2nd Edition. New York: Guilford Press.&lt;/ref&gt;

==[[Evidence based assessment/Prediction phase|'''Prediction phase''']]==
The following section contains a list of screening and diagnostic instruments for ODD. The section includes administration information, psychometric data, and PDFs or links to the screenings. 
* Screenings are used as part of the [[Evidence based assessment/Prediction phase|prediction phase]] of assessment; for more information on interpretation of this data, or how screenings fit in to the assessment process, click [[Evidence based assessment/Prediction phase|here]]. 
* '''''For a list of more broadly reaching screening instruments, [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prediction_phase&amp;wteswitched=1#Psychometric_properties_of_common_screening_instruments click here.]'''''

{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
! colspan=&quot;10&quot; |Screening measures for ODD
|-
! Measure
! Format (Reporter)
! Age Range
! Administration/
Completion Time
! Interrater Reliability
! Test-Retest Reliability
! Construct Validity
! Content Validity
! Highly Recommended
!Where to access
|-
|Achenbach System of Empirically Based Assessments (ASEBA): Child Behavior Checklist (CBCL)
|Parent report
|6-18 
&lt;ref name=&quot;:9&quot;&gt;{{Cite book|url=https://www.worldcat.org/oclc/1130319849|title=Assessment of disorders in childhood and adolescence|date=2020|others=Eric Arden Youngstrom, Mitchell J. Prinstein, Eric J. Mash, Russell A. Barkley|isbn=978-1-4625-4363-2|edition=Fifth edition|location=New York, NY|oclc=1130319849}}&lt;/ref&gt;
|10 - 15 minutes&lt;ref name=&quot;:9&quot; /&gt;
|A&lt;ref name=&quot;:0&quot;&gt;{{Cite book|url=https://www.worldcat.org/oclc/314222270|title=A guide to assessments that work|author=Hunsley, John|author2=Mash, Eric J.|date=2008|publisher=Oxford University Press|isbn=9780195310641|location=New York|oclc=314222270}}&lt;/ref&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|G&lt;ref name=&quot;:0&quot; /&gt;
|[[File:Light green check.svg|center|frameless|36x36px]]
|[https://store.aseba.org/School-Age-6-18-Materials/departments/11/ Purchase]  
|-
|ASEBA: Teacher Report Form (TRF) 
|Teacher report
|6-18 
&lt;ref name=&quot;:9&quot; /&gt;
|10 - 15 minutes&lt;ref name=&quot;:9&quot; /&gt;
|A&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|G&lt;ref name=&quot;:0&quot; /&gt;
|[[File:Light green check.svg|center|frameless|36x36px]]
|[https://store.aseba.org/School-Age-6-18-Materials/departments/11/ Purchase]  
|-
|ASEBA: Youth Self-Report (YSR)
|Youth self-report
|11-18 
&lt;ref name=&quot;:9&quot; /&gt;
|10 - 15 minutes&lt;ref name=&quot;:9&quot; /&gt;
|A&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|G&lt;ref name=&quot;:0&quot; /&gt;
|[[File:Light green check.svg|center|frameless|36x36px]]
|[https://store.aseba.org/School-Age-6-18-Materials/departments/11/ Purchase]  
|-
|Behavior Assessment for Children, Third Edition (BASC-3): Parent Rating Scale
|Parent report
|2-21
|10 - 20 minutes
|A&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|G&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|[[File:Light green check.svg|center|frameless|36x36px]]
|[https://www.pearsonassessments.com/store/usassessments/en/Store/Professional-Assessments/Behavior/Comprehensive/Behavior-Assessment-System-for-Children-%7C-Third-Edition-/p/100001402.html#:~:text=The%20BASC%E2%84%A2%20holds%20an,or%20adolescent's%20behavior%20and%20emotions. Purchase]
|-
|BASC-3: Teacher Rating Scale
|Teacher report
|2-21
|10 - 20 minutes
|A&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|G&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|[[File:Light green check.svg|center|frameless|36x36px]]
|[https://www.pearsonassessments.com/store/usassessments/en/Store/Professional-Assessments/Behavior/Comprehensive/Behavior-Assessment-System-for-Children-%7C-Third-Edition-/p/100001402.html#:~:text=The%20BASC%E2%84%A2%20holds%20an,or%20adolescent's%20behavior%20and%20emotions. Purchase]
|-
|BASC-3: Self-Report of Personality


|Youth self-report
|6 - college age
|30 minutes
|A&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|G&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|[[File:Light green check.svg|center|frameless|36x36px]]
|[https://www.pearsonassessments.com/store/usassessments/en/Store/Professional-Assessments/Behavior/Comprehensive/Behavior-Assessment-System-for-Children-%7C-Third-Edition-/p/100001402.html#:~:text=The%20BASC%E2%84%A2%20holds%20an,or%20adolescent's%20behavior%20and%20emotions. Purchase]
|-
|Eyberg Child Behavior Inventory (ECBI)
|Parent report
|2-16
|5 minutes
|A&lt;ref name=&quot;:0&quot; /&gt;
|G&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|[[File:Light green check.svg|center|frameless|36x36px]]
|[https://www.parinc.com/products/pkey/97 Purchase]
|-
|Sutter-Eyberg Student Behavior Inventory - Revised (SESBI-R)
|Teacher report
|2-16
|5 minutes
|A&lt;ref name=&quot;:0&quot; /&gt;
|G&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|[[File:Light green check.svg|center|frameless|36x36px]]
|[https://www.parinc.com/products/pkey/97 Purchase]
|-
|Child and Adolescent  Behavior Inventory (CABI)
|Parent Report
|3 - 18
|5 - 10 minutes
|
|A&lt;ref&gt;{{Cite journal|last=Burns|first=G. Leonard|last2=Preszler|first2=Jonathan|last3=Becker|first3=Stephen P.|date=2022-07-04|title=Psychometric and Normative Information on the Child and Adolescent Behavior Inventory in a Nationally Representative Sample of United States Children|url=https://doi.org/10.1080/15374416.2020.1852943|journal=Journal of Clinical Child &amp; Adolescent Psychology|volume=51|issue=4|pages=443–452|doi=10.1080/15374416.2020.1852943|issn=1537-4416|pmc=PMC8272731|pmid=33428463}}&lt;/ref&gt;
|
|
|
|PDF
|-
|Strengths and Difficulties Questionnaire (SDQ)
|Parent report
|3 - 16 
|3 - 5 minutes
|E&lt;ref name=&quot;:10&quot;&gt;{{Cite journal|last=Goodman|first=Robert|date=2001-11-01|title=Psychometric Properties of the Strengths and Difficulties Questionnaire|url=https://www.jaacap.org/article/S0890-8567(09)60543-8/abstract|journal=Journal of the American Academy of Child &amp; Adolescent Psychiatry|language=English|volume=40|issue=11|pages=1337–1345|doi=10.1097/00004583-200111000-00015|issn=0890-8567|pmid=11699809}}&lt;/ref&gt;
|G&lt;ref name=&quot;:10&quot; /&gt;
|
|
|
|[https://www.sdqinfo.org/a0.html SDQ Homepage][https://www.sdqinfo.org/py/sdqinfo/b0.py PDFs]
|-
|Disruptive Behavior Disorder Rating Scale
|Parent report, teacher report
|5 - 17
|5 - 10 minutes
|
|
|
|
|
|[https://web.archive.org/web/20151123022653/http://ccf.buffalo.edu/pdf/DBD_rating_scale.pdf PDF]
|}

'''Note:''' L = Less than adequate; A = Adequate; G = Good; E = Excellent; U = Unavailable; NA = Not applicable
=== Likelihood ratios and AUCs of screening instruments for ODD ===
* '''''For a list of the likelihood ratios for more broadly reaching screening instruments, [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prediction_phase&amp;wteswitched=1#Likelihood_ratios_and_AUCs_of_common_screening_instruments click here.]''''' 
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
! Screening Measure (Primary Reference)
! Area Under Curve (AUC)
! LR+ (Score)
! LR- (Score)
! Clinical Generalizability
!Where to Access
|-
|
|
|
|
|
|
|-
|
|
|
|
|
|
|}

'''Note:''' “LR+” refers to the change in likelihood ratio associated with a positive test score, and “LR-” is the likelihood ratio for a low score. Likelihood ratios of 1 indicate that the test result did not change impressions at all. LRs larger than 10 or smaller than .10 are frequently clinically decisive; 5 or .20 are helpful, and between 2.0 and .5 are small enough that they rarely result in clinically meaningful changes of formulation&lt;ref&gt;Sackett, D. L., Straus, S. E., Richardson, W. S., Rosenberg, W., &amp; Haynes, R. B. (2000). Evidence-based medicine: How to practice and teach EBM. Edinburgh: Churchill Livingstone.&lt;/ref&gt;.

'''Search terms:''' [Oppositional Defiant Disorder] AND [sensitivity OR specificity] in GoogleScholar and PsychINFO

=== Interpreting ODD screening measure scores ===

* For information on interpreting screening measure scores, click [[Evidence based assessment/Prediction phase#Interpreting screening measure scores|here.]]

== [[Evidence based assessment/Prescription phase|'''Prescription phase''']] ==

=== Gold standard diagnostic interviews ===

* For a list of broad reaching diagnostic interviews sortable by disorder with PDFs (if applicable), [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prescription_phase&amp;wteswitched=1#Common_Diagnostic_Interviews click here.]

=== Recommended diagnostic instruments for ODD ===
{| class=&quot;wikitable sortable&quot;
! colspan=&quot;10&quot; |Diagnostic instruments for ODD
|-
!Measure
!Format (Reporter)
!Age Range
!Administration/
Completion Time
!Interrater Reliability
!Test-Retest Reliability
!Construct Validity
!Content Validity
!Highly Recommended
!Where to Access
|-
|Kiddie Schedule for Affective Disorders and Schizophrenia Present and Lifetime Version (KSADS-PL)
|Structured interview
|6-28
|45-75 minutes
|E&lt;ref name=&quot;:11&quot;&gt;{{Cite journal|last=KAUFMAN|first=JOAN|last2=BIRMAHER|first2=BORIS|last3=BRENT|first3=DAVID|last4=RAO|first4=UMA|last5=FLYNN|first5=CYNTHIA|last6=MORECI|first6=PAULA|last7=WILLIAMSON|first7=DOUGLAS|last8=RYAN|first8=NEAL|date=1997-07|title=Schedule for Affective Disorders and Schizophrenia for School-Age Children-Present and Lifetime Version (K-SADS-PL): Initial Reliability and Validity Data|url=https://doi.org/10.1097/00004583-199707000-00021|journal=Journal of the American Academy of Child &amp;amp; Adolescent Psychiatry|volume=36|issue=7|pages=980–988|doi=10.1097/00004583-199707000-00021|issn=0890-8567}}&lt;/ref&gt;
|G&lt;ref name=&quot;:11&quot; /&gt;
|
|
|
|[https://www.pediatricbipolar.pitt.edu/resources/instruments Website to access]
|-
|Diagnostic Interview Schedule for Children (DISC-5)
|Structured Interview (Self report and parent)
|6-17
|
|
|
|
|
|
|[https://telesage.com/netdisc-5/# Coming soon]
|}
'''Note:''' L = Less than adequate; A = Adequate; G = Good; E = Excellent; U = Unavailable; NA = Not applicable
==Diagnosis==

&lt;nowiki&gt;***&lt;/nowiki&gt; Recommend adding DSM-5 criteria (and ICD specifiers?)


===Recommended diagnostic interviews=== 

[http://narr.bmap.ucla.edu/docs/MINI_v5_002006.pdf &quot;The Mini International Neuropsychiatric Interview for Children&amp;Prime;] (MINI-Kids)-available  and &amp;Prime;the Kiddie-SADS-Present and Lifetime Version&quot; [https://mfr.osf.io/render?url=https://osf.io/r47d9/?action=download%26mode=render KSADS-PL DSM-5 November 2016: Supplemental #4: Neurodevelopmental, Disruptive, and Conduct Disorders Supplement].

===Screening instruments===

The following table provides diagnostic efficiency information for the Child Behavior Checklist (CBCL; Achenbach, 1991; hardcopy and scoring system available at the Finley Clinic); the Strengths and Difficulties Questionnaire&lt;ref name=&quot;:6&quot;&gt;{{Cite journal|last=Shabani|first=Amir|last2=Masoumian|first2=Samira|last3=Zamirinejad|first3=Somayeh|last4=Hejri|first4=Maryam|last5=Pirmorad|first5=Tahereh|last6=Yaghmaeezadeh|first6=Hooman|date=2021-05|title=Psychometric properties of Structured Clinical Interview for DSM‐5 Disorders‐Clinician Version (SCID‐5‐CV)|url=https://onlinelibrary.wiley.com/doi/10.1002/brb3.1894|journal=Brain and Behavior|language=en|volume=11|issue=5|doi=10.1002/brb3.1894|issn=2162-3279|pmc=PMC8119811|pmid=33729681}}&lt;/ref&gt;; see http://www.sdqinfo.com/ to access the questionnaire and scoring information; and the Eyberg Child Behavior Index (ECBI)&lt;ref name=&quot;:8&quot;&gt;Eyberg, S. M., &amp; Robinson, E. A. (1983). Conduct problem behavior: Standardization of a behavioral rating scale with adolescents. Journal of Clinical Child Psychology, 12 (3), 347-354.&lt;/ref&gt;. '''Appendix 2''' includes a copy of the Eyberg Child Behavior Checklist&lt;ref name=&quot;:8&quot; /&gt;.

===Psychometric properties of screening measures for ODD===
{| class=&quot;wikitable&quot;
|-
! Screening Measure (Primary Preference) !! AUC !! LR+ (Score) !! LR- (Score) !! Citation
|-
| MINI-Kids || .81&lt;ref name=&quot;:1&quot;&gt;{{Cite journal|date=2001-08-01|title=Test-Retest Reliability of Anxiety Symptoms and Diagnoses With the Anxiety Disorders Interview Schedule for DSM-IV: Child and Parent Versions|url=https://www.sciencedirect.com/science/article/pii/S0890856709603427|journal=Journal of the American Academy of Child &amp; Adolescent Psychiatry|language=en|volume=40|issue=8|pages=937–944|doi=10.1097/00004583-200108000-00016|issn=0890-8567}}&lt;/ref&gt;|| 3.00&lt;ref name=&quot;:1&quot; /&gt;|| .65&lt;ref name=&quot;:1&quot; /&gt;|| 
|- 
| colspan=&quot;8&quot;  span style=&quot;font-size:110%; text-align:center;&quot; | &lt;b&gt; Children and Adolescents (6 to 18 years)&lt;/b&gt;
|-
| CBCL Aggression ''T''-score&lt;ref name=&quot;:7&quot;&gt;Achenbach, T. M. (1991a). ''Manual for the Child Behavior Checklist/4–18 and 1991 Profile''. Burlington , VT : University of Vermont Department of Psychiatry.&lt;/ref&gt;|| .803 (''N''=370)&lt;ref name=&quot;:2&quot;&gt;{{Cite journal|last=Fresco|first=David M.|last2=Mennin|first2=Douglas S.|last3=Heimberg|first3=Richard G.|last4=Turk|first4=Cynthia L.|title=Using the Penn State Worry Questionnaire to identify individuals with generalized anxiety disorder: a receiver operating characteristic analysis|url=http://linkinghub.elsevier.com/retrieve/pii/S0005791603000569|journal=Journal of Behavior Therapy and Experimental Psychiatry|volume=34|issue=3-4|pages=283–291|doi=10.1016/j.jbtep.2003.09.001}}&lt;/ref&gt;|| 4.18 (55+)&lt;ref name=&quot;:2&quot; /&gt;|| .35 (&lt;55)&lt;ref name=&quot;:2&quot; /&gt;|| 
|-
|  || .71 (''N''=475)&lt;ref name=&quot;:3&quot;&gt;Ebesutani, C., Bernstein, A., Nakamura, B. J., Chorpita, B. F., Higa-McMillan, C. K., &amp; Weisz, J. R. (2010). Concurrent validity of the child behavior checklist DSM-oriented scales: Correspondence with DSM diagnoses and comparison to syndrome scales. ''Journal of Psychopathology and Behavioral Assessment, 32''(3), 373-384.&lt;/ref&gt;|| ------- || ------- || 
|-
| CBCL DSM-Oriented Scales&lt;ref name=&quot;:7&quot; /&gt;|| .71 (N=475)&lt;ref name=&quot;:3&quot; /&gt;|| ------- || ------- || 
|-
|  || ------- || 2.46 (60+ to 70+)*&lt;ref name=&quot;:4&quot;&gt;Warnick, E. M., Bracken, M. B., &amp; Kasl, S. (2008). Screening efficiency of the Child Behavior Checklist and Strengths and Difficulties Questionnaire: a systematic review. ''Child and Adolescent Mental Health, 13''(3), 140-147.&lt;/ref&gt;|| .54 (&lt;60 to &lt;70)*&lt;ref name=&quot;:4&quot; /&gt;|| 
|-
| colspan=&quot;8&quot;  span style=&quot;font-size:110%; text-align:center;&quot; | &lt;b&gt; Children and Adolescents (4 to 12 years)&lt;/b&gt;
|-
| SDQ- Conduct Problems Scale&lt;ref name=&quot;:6&quot; /&gt;|| ------- || 8.33 (Not specified)*&lt;ref name=&quot;:4&quot; /&gt;|| .27 (Not specified)*&lt;ref name=&quot;:4&quot; /&gt;|| 
|-
| colspan=&quot;8&quot;  span style=&quot;font-size:110%; text-align:center;&quot; | &lt;b&gt; Children and Adolescents (2 to 16 years)&lt;/b&gt;
|-
| ECBI- Intensity Scale&lt;ref name=&quot;:8&quot; /&gt;|| ------- || 6.92 (131+)&lt;ref name=&quot;:5&quot;&gt;{{Cite journal|last=LYNEHAM|first=HEIDI J.|last2=ABBOTT|first2=MAREE J.|last3=RAPEE|first3=RONALD M.|date=2007-06|title=Interrater Reliability of the Anxiety Disorders Interview Schedule for DSM-IV: Child and Parent Version|url=https://doi.org/10.1097/chi.0b013e3180465a09|journal=Journal of the American Academy of Child &amp;amp; Adolescent Psychiatry|volume=46|issue=6|pages=731–736|doi=10.1097/chi.0b013e3180465a09|issn=0890-8567}}&lt;/ref&gt;|| .11 (&lt;131)&lt;ref name=&quot;:5&quot; /&gt;|| 
|}

'''Note:''' “LR+” refers to the change in likelihood ratio associated with a positive test score, and “LR-” is the likelihood ratio for a low score. Likelihood ratios of 1 indicate that the test result did not change impressions at all. LRs larger than 10 or smaller than .10 are frequently clinically decisive; 5 or .20 are helpful, and between 2.0 and .5 are small enough that they rarely result in clinically meaningful changes of formulation&lt;ref&gt;Sackett D, Strauss S, Richardson W, et al. Evidence-Based Medicine: How to Practice and Teach EBM.2nd ed. Churchill Livingstone; Edinburgh: 2000.&lt;/ref&gt;.

''Searches (specified below) did not yield any data about sensitivity, specificity, AUC, or ROC for the Externalizing scale of the CBCL. Searches also did not yield data about TRF or YSR scales for Aggression or Externalizing: Achenbach and Rescorla (2001) provide data about clinically referred vs. non-referred samples but not about samples with oppositional disorder specifically; thus, only AUC and LRs for the Aggression scale are reported. In addition, searches did not yield any information on the AUC for Oppositional Defiant Disorder, however, there are studies looking at the AUC for the SDQ at differentiating clinical from non-clinical samples. Also, there was no information on the Problem Scale of the ECBI, and no information on the AUC for the ECBI.''

==Treatment==
===Behavioral parent training===

Behavioral Parent Training is considered the most effective treatment for childhood disruptive behavior disorders (e.g., Oppositional Defiant Disorder), especially for younger children (i.e., 3-8 year-olds). See http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/rule-breaking-defiance-and-acting-out/ a website sponsored by The Society for Child and Adolescent Psychology (APA, Division 53) and the Association for Behavioral and Cognitive Therapies (ABCT), for current summary of evidence-based treatments. 

===Overview of recommendations for assessment and treatment=== 
See the [https://pathways.nice.org.uk/pathways/antisocial-behaviour-and-conduct-disorders-in-children-and-young-people#content=view-info-category%3Aview-about-menu National Institute for Health and Care Excellence (NICE) Practice Guidelines for Childhood Conduct Disorders], for an overview of recommendations for both assessment and treatment of Oppositional Defiant Disorder.

==Process and outcome measures==
===Severity and outcome===

====Clinically significant change benchmarks with common instruments====
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
|-
| rowspan=1&quot; style=&quot;text-align:center;font-size:130%;&quot; | &lt;b&gt; Measure&lt;/b&gt;
| style=&quot;text-align:center;font-size:130%;&quot; | &lt;b&gt; Subscale&lt;/b&gt;
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:130%&quot; width=&quot;300&quot; | &lt;b&gt; Cut-off scores&lt;/b&gt;
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:120%&quot; | &lt;b&gt; Critical Change &lt;br&gt; (unstandardized scores)&lt;/b&gt;
|-
| colspan=&quot;8&quot;  span style=&quot;font-size:110%; text-align:center;&quot; | &lt;b&gt; Benchmarks Based on Published Norms&lt;/b&gt;
|-
| colspan=&quot;2&quot; |
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; A&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; B&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; C&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; 95%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; 90%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; SE&lt;sub&gt;difference&lt;/sub&gt;&lt;/b&gt;
|-
|rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | &lt;b&gt; CBCL T-scores &lt;br&gt; (2001 Norms)&lt;/b&gt;
| style=&quot;text-align:right;&quot; | &lt;i&gt; Externalizing&lt;/i&gt;
| style=&quot;text-align:center;&quot;| 49
| style=&quot;text-align:center;&quot;| 70
| style=&quot;text-align:center;&quot;| 58
| style=&quot;text-align:center;&quot;| 7
| style=&quot;text-align:center;&quot;| 6
| style=&quot;text-align:center;&quot;| 3.4
|-
| colspan=&quot;8&quot;  span style=&quot;font-size:110%; text-align:center;&quot; | &lt;b&gt; CBCL Benchmarks Based on Oppositional Defiant Disorder Samples Were Not Found in Searches*&lt;/b&gt;
|-
| rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | &lt;b&gt; ECBI Scaled Scores &lt;br&gt; (1983 Norms)&lt;/b&gt;
| style=&quot;text-align:right;&quot; | &lt;i&gt; Intensity&lt;/i&gt;
| style=&quot;text-align:center;&quot;| 80.1
| style=&quot;text-align:center;&quot;| 169.5
| style=&quot;text-align:center;&quot;| 112.9
| style=&quot;text-align:center;&quot;| 9.5
| style=&quot;text-align:center;&quot;| 8
| style=&quot;text-align:center;&quot;| 4.8
|-
| rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | &lt;b&gt; ECBI Scaled Scores &lt;br&gt; (1983 Norms)&lt;/b&gt;
| style=&quot;text-align:right;&quot; | &lt;i&gt; Problem&lt;/i&gt;
| style=&quot;text-align:center;&quot;| 3.9
| style=&quot;text-align:center;&quot;| 17.7
| style=&quot;text-align:center;&quot;| 11.5
| style=&quot;text-align:center;&quot;| 2.1
| style=&quot;text-align:center;&quot;| 1.8
| style=&quot;text-align:center;&quot;| 1.1
|}

'''Note:''' “A” = Away from the clinical range, “B” = Back into the nonclinical range, “C” = Closer to the nonclinical than clinical mean. 

'''Search terms:''' (1) “Strengths and Difficulties Questionnaire,” (2) Strengths and Difficulties Questionnaire AND benchmarks, searches previously mentioned.

=== Process measures===
See Section 1.1 for overview of evidence-based measures to use depending on etiology and symptomatology of Oppositional Defiant Disorder.

== External Links ==
*[https://sccap53.org Society of Clinical Child and Adolescent Psychology]
*http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/rule-breaking-defiance-and-acting-out/

== References ==
{{collapse top|Click here for references}}
{{Reflist|30em}}

[[Category:Psychological disorder portfolios|{{SUBPAGENAME}}]]
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{{medical disclaimer}}
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==[[Evidence based assessment/Portfolio template/What is a &quot;portfolio&quot;|'''What is a &quot;portfolio&quot;?''']]==
* For background information on what assessment portfolios are, click the link in the heading above.
* Want even 'more' information about this topic? There's an extended version of this page [[Evidence-based assessment/Posttraumatic stress disorder (disorder portfolio)/extended version|here]].

== [[Evidence based assessment/Preparation phase|'''Preparation phase''']] ==
=== Diagnostic criteria for post traumatic stress disorder ===

===='''ICD-11 Diagnostic Criteria'''====
{{blockquotetop}}
===='''ICD-11 Criteria'''====
*Post-traumatic stress disorder (PTSD) is a syndrome that develops following exposure to an extremely threatening or horrific event or series of events that is characterized by all of the following: 
**1) re-experiencing the traumatic event or events in the present in the form of vivid intrusive memories, flashbacks, or nightmares, which are typically accompanied by strong and overwhelming emotions such as fear or horror and strong physical sensations, or feelings of being overwhelmed or immersed in the same intense emotions that were experienced during the traumatic event; 
**2) avoidance of thoughts and memories of the event or events, or avoidance of activities, situations, or people reminiscent of the event or events
**3) persistent perceptions of heightened current threat, for example as indicated by hypervigilance or an enhanced startle reaction to stimuli such as unexpected noises. 
*The symptoms must persist for at least several weeks and cause significant impairment in personal, family, social, educational, occupational or other important areas of functioning. 

Additionally, ICD 11 includes a category called &quot;Complex post-traumatic stress disorder,&quot; which is described as:
*A disorder that may develop following exposure to an event or series of events of an extremely threatening or horrific nature, most commonly prolonged or repetitive events from which escape is difficult or impossible (e.g., torture, slavery, genocide campaigns, prolonged domestic violence, repeated childhood sexual or physical abuse). 
*The disorder is characterized by the core symptoms of PTSD; that is, all diagnostic requirements for PTSD have been met at some point during the course of the disorder. 
*In addition, Complex PTSD is characterized by:
**1) severe and pervasive problems in affect regulation; 
**2) persistent beliefs about oneself as diminished, defeated or worthless, accompanied by deep and pervasive feelings of shame, guilt or failure related to the traumatic event
**3) persistent difficulties in sustaining relationships and in feeling close to others. The disturbance causes significant impairment in personal, family, social, educational, occupational or other important areas of functioning.
{{blockquotebottom}}

===='''Changes in DSM-5'''====
* The diagnostic criteria for post-traumatic stress disorder changed slightly from [[DSM-IV]] to [[w:Diagnostic_and_Statistical_Manual_of_Mental_Disorders#DSM-IV-TR_.282000.29|DSM-5]]. Summaries are available [http://www.dsm5.org/Documents/changes%20from%20dsm-iv-tr%20to%20dsm-5.pdf here] and [[w:DSM-5|here]].


=== Developmental sensitivities ===
{{collapse top| Click for more information}}
*Diagnostic thresholds have been lowered for children and adolescents to account for development.
*Separate and additional criteria have been added for children age 6 or younger.
*Child sexual abuse has been found to have a substantial effect on the development of PTSD.&lt;ref&gt;{{cite journal|last1=Paolucci|first1=Elizabeth ODDONE|last2=Genuis|first2=Mark L.|last3=Violato|first3=Claudio|title=A Meta-Analysis of the Published Research on the Effects of Child Sexual Abuse|journal=The Journal of Psychology|date=January 2001|volume=135|issue=1|pages=17–36|doi=10.1080/00223980109603677}}&lt;/ref&gt;
*Children with higher exposure to trauma, less social support, and other major life events are more likely to have continued PTSD symptoms 7 months after a trauma.&lt;ref name=&quot;:2&quot;&gt;{{cite journal |last1=La Greca|first1=A|last2=Silverman|first2=WK|last3=Vernberg|first3=EM|last4=Prinstein|first4=MJ|title=Symptoms of posttraumatic stress in children after Hurricane Andrew: a prospective study.|journal=Journal of consulting and clinical psychology|date=August 1996|volume=64|issue=4|pages=712-23|pmid=8803361}}&lt;/ref&gt; 10 months after a trauma, however, only experience of a major life event remained predictive of continuing PTSD symptoms.&lt;ref name=&quot;:2&quot; /&gt; 
*Lack of social support, specifically lack of support by a teacher, was predictive of higher PTSD symptoms among children who had gone through an environmental trauma.&lt;ref name=&quot;:2&quot; /&gt;  
*Children who reported using blame and anger as strategies for coping had higher levels of PTSD symptoms 10 months after a trauma.&lt;ref name=&quot;:2&quot; /&gt;  
*Negative affect in children before a traumatic event was predictive of development of PTSD symptoms after a traumatic event.&lt;ref&gt;{{cite journal|last1=Weems|first1=CF|last2=Pina|first2=AA|last3=Costa|first3=NM|last4=Watts|first4=SE|last5=Taylor|first5=LK|last6=Cannon|first6=MF|title=Predisaster trait anxiety and negative affect predict posttraumatic stress in youths after hurricane Katrina.|journal=Journal of consulting and clinical psychology|date=February 2007|volume=75|issue=1|pages=154-9|doi=10.1037/0022-006X.75.1.154|pmid=17295574}}&lt;/ref&gt;  

[[wikipedia:Posttraumatic_stress_disorder|Posttraumatic stress disorder]] is now more sensitive to development in that diagnostic thresholds have been lowered for children and adolescents. Furthermore, separate and additional criteria have been added for children age 6 years of age or younger.
{{collapse bottom}}

=== Base rates of PTSD in different clinical settings and populations ===
This section describes the demographic settings of the populations sampled, base rates of PTSD diagnoses, country/region sampled, and the diagnostic methods that were used. Using this information, clinicians will be able to anchor the most appropriate rate of PTSD that they are likely to see in their clinical practice.
* '''''To see prevalence rates across multiple disorders,''''' [[Evidence based assessment/Preparation phase#Base rates for transdiagnostic comparison|'''''click here.''''']] 

{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
|-
! Setting
! Base Rate
! Demography
! Diagnostic Method
!Best Recommended For
|-

| Non-clinical: Population based&lt;ref&gt;{{Cite journal|last=Kessler|first=Ronald C.|last2=Berglund|first2=Patricia|last3=Demler|first3=Olga|last4=Jin|first4=Robert|last5=Merikangas|first5=Kathleen R.|last6=Walters|first6=Ellen E.|date=2005-06-01|title=Lifetime Prevalence and Age-of-Onset Distributions of DSM-IV Disorders in the National Comorbidity Survey Replication|url=http://archpsyc.jamanetwork.com/article.aspx?doi=10.1001/archpsyc.62.6.593|journal=Archives of General Psychiatry|language=en|volume=62|issue=6|doi=10.1001/archpsyc.62.6.593|issn=0003-990X}}&lt;/ref&gt;
| 6.8%
| United States, nationally representative, age 18 and older
| National Comorbidity Survey - Replication
|
|-

| Non-clinical: Population based&lt;ref&gt;{{Cite journal|last=de Vries|first=Giel-Jan|last2=Olff|first2=Miranda|date=2009-08-01|title=The lifetime prevalence of traumatic events and posttraumatic stress disorder in the Netherlands|url=http://onlinelibrary.wiley.com/doi/10.1002/jts.20429/abstract|journal=Journal of Traumatic Stress|language=en|volume=22|issue=4|pages=259–267|doi=10.1002/jts.20429|issn=1573-6598}}&lt;/ref&gt;
| 7.4%
| Netherlands, nationally representative, age 18-80
| Composite International Diagnostic Interview (CIDI)
|
|-

| Non-clinical: Population based&lt;ref&gt;{{Cite journal|last=Pietrzak|first=Robert H.|last2=Goldstein|first2=Risë B.|last3=Southwick|first3=Steven M.|last4=Grant|first4=Bridget F.|title=Prevalence and Axis I comorbidity of full and partial posttraumatic stress disorder in the United States: Results from Wave 2 of the National Epidemiologic Survey on Alcohol and Related Conditions|url=http://linkinghub.elsevier.com/retrieve/pii/S0887618510002288|journal=Journal of Anxiety Disorders|volume=25|issue=3|pages=456–465|doi=10.1016/j.janxdis.2010.11.010}}&lt;/ref&gt;
| 6.4%
| United States, nationally representative, age 18 and older
| Wave 2 National Epidemiologic Survey on Alcohol and Related Conditions
|
|-

| Non-clinical: Population based&lt;ref&gt;{{Cite journal|last=Bunting|first=Brendan P.|last2=Ferry|first2=Finola R.|last3=Murphy|first3=Samuel D.|last4=O'Neill|first4=Siobhan M.|last5=Bolton|first5=David|date=2013-02-01|title=Trauma Associated With Civil Conflict and Posttraumatic Stress Disorder: Evidence From the Northern Ireland Study of Health and Stress|url=http://onlinelibrary.wiley.com/doi/10.1002/jts.21766/abstract|journal=Journal of Traumatic Stress|language=en|volume=26|issue=1|pages=134–141|doi=10.1002/jts.21766|issn=1573-6598}}&lt;/ref&gt;
| 8.8%
| Northern Ireland, representative sample, age 18 and older
| Northern Ireland Study of Health and Stress
|
|-

| Non-clinical: Population based&lt;ref&gt;{{Cite journal|last=Atwoli|first=Lukoye|last2=Stein|first2=Dan J.|last3=Williams|first3=David R.|last4=Mclaughlin|first4=Katie A.|last5=Petukhova|first5=Maria|last6=Kessler|first6=Ronald C.|last7=Koenen|first7=Karestan C.|date=2013-07-03|title=Trauma and posttraumatic stress disorder in South Africa: analysis from the South African Stress and Health Study|url=https://doi.org/10.1186/1471-244X-13-182|journal=BMC Psychiatry|volume=13|pages=182|doi=10.1186/1471-244x-13-182|issn=1471-244X}}&lt;/ref&gt;
| 2.3%
| South Africa, nationally representative sample, age 18 and older
| South African Stress and Health Study, using the Composite International Diagnostic Interview (CIDI)
|
|-

| U.S. Service Members&lt;ref&gt;{{Cite journal|last=Hoge|first=Charles W.|last2=Castro|first2=Carl A.|last3=Messer|first3=Stephen C.|last4=McGurk|first4=Dennis|last5=Cotting|first5=Dave I.|last6=Koffman|first6=Robert L.|date=2004-07-01|title=Combat Duty in Iraq and Afghanistan, Mental Health Problems, and Barriers to Care|url=http://dx.doi.org/10.1056/NEJMoa040603|journal=New England Journal of Medicine|volume=351|issue=1|pages=13–22|doi=10.1056/nejmoa040603|issn=0028-4793|pmid=15229303}}&lt;/ref&gt;
|11.5% - 19.5% ♦
| U.S. Army and Marine Soldiers Deployed to Iraq and Afghanistan
| PTSD Checklist
|
|-
|Non-clinical: Population based&lt;ref&gt;{{Cite journal|last=Merikangas|first=Kathleen Ries|last2=He|first2=Jian-ping|last3=Burstein|first3=Marcy|last4=Swanson|first4=Sonja A.|last5=Avenevoli|first5=Shelli|last6=Cui|first6=Lihong|last7=Benjet|first7=Corina|last8=Georgiades|first8=Katholiki|last9=Swendsen|first9=Joel|title=Lifetime Prevalence of Mental Disorders in U.S. Adolescents: Results from the National Comorbidity Survey Replication–Adolescent Supplement (NCS-A)|url=https://doi.org/10.1016/j.jaac.2010.05.017|journal=Journal of the American Academy of Child &amp; Adolescent Psychiatry|volume=49|issue=10|pages=980–989|doi=10.1016/j.jaac.2010.05.017}}&lt;/ref&gt;
|5.0%
|United States, nationally representative, ages 13-18
|National Comorbidity Survey Replication—Adolescent Supplement (NCS-A)
|
|}
♦ '''Note''': These rates were using broad PTSD Checklist scoring criteria of being scored positive if subjects reported at least one intrusion symptom, three avoidance symptoms, and two hyperarousal symptom that were categorized as at the moderate level. The 11.5% is for soldiers returning from deployment in Iraq, 19.5% is for soldiers returning from Afghanistan. Another common practice is to use a strict cutoff of 50 on the PCL, above which someone screens positive for PTSD. With this cutoff, rates are 6.2% and 12.9% for Service Members returned from Afghanistan and Iraqi, respectively.

==[[Evidence based assessment/Prediction phase|'''Prediction phase''']]==

=== Psychometric properties of screening for PTSD ===
The following section contains a list of screening and diagnostic instruments for PTSD. The section includes administration information, psychometric data, and PDFs or links to the screenings. 
* Screenings are used as part of the [[Evidence based assessment/Prediction phase|prediction phase]] of assessment; for more information on interpretation of this data, or how screenings fit in to the assessment process, click [[Evidence based assessment/Prediction phase|here.]]

* '''''For a list of more broadly reaching screening instruments, [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prediction_phase&amp;wteswitched=1#Psychometric_properties_of_common_screening_instruments click here.]'''''
{| class=&quot;wikitable sortable&quot;
|-
! Measure 
!Format (Reporter)
!Age Range
!Administration/
Completion Time
!Inter-rater reliability
!Test-retest reliability
!Construct validity
!Content validity
!Highly recommended
|-
|[https://www.ptsd.va.gov/professional/assessment/adult-sr/ptsd-checklist.asp PCL (PTSD Checklist for DSM-5)]
|Self-Report 
|adult
|5-10 minutes
|N/A
|G
|E
|G
|X
|-
|[https://www.ptsd.va.gov/professional/assessment/adult-int/caps.asp CAPS (Clinician Administered PTSD Scale)]
|Clinician Administered Interview 
|adult and child versions available 
|40-60 minutes 
|E
|E
|E
|E
|X
|-
|[https://www.appi.org/products/structured-clinical-interview-for-dsm-5-scid-5 SCID-IV (Structured Clinical Interview for DSM-IV)]
|Clinician Administered Interview
|adult
|1-2 hours 
|A
|A
|G
|G
|X
|-
|[https://div12.org/wp-content/uploads/2014/11/PSSI-5-Manual.pdf PSS-I (PTSD Symptom Scale Interview)]
|Clinician Administered Interview
|adult 
|20 minutes 
|E
|G
|G
|G
|
|-
|[https://psychiatry.duke.edu/sites/default/files/field/image/sip_scale.pdf SI-PTSD (Structured Interview for PTSD)]
|Clinician Administered Interview
|adult 
|20-30 minutes 
|E
|A
|G
|G
|
|-
|[https://global.oup.com/academic/product/anxiety-and-related-disorders-interview-schedule-for-dsm-5-adis-5---adult-version-9780199325160?cc=us&amp;lang=en&amp; ADIS (Anxiety Disorder Interview Schedule)] 
|Clinician Administered Interview
|adult
|2-4 hours
|G
|A
|G
|G
|
|-
|[https://www.reactionindex.com/index.php/ UCLA PTSD Reaction Index for DSM-5]
|Clinician Administered
|child, school age, adolescents
|
|G
|
|G
|G
|Yes
|-
|[https://www.aacap.org/App_Themes/AACAP/docs/resource_centers/resources/misc/child_ptsd_symptom_scale.pdf CPSS (Children's PTSD Symptom Scale)]
|Self-Report
|child
|10-20 minutes
|
|
|
|
|XX (new rec)
|-
|[https://consultgeri.org/try-this/general-assessment/issue-19.pdf IES-R (Impact of Event Scale-Revised)]
|Self-Report 
|adult
|10-15 minutes 
|N/A
|A
|G
|G
|
|-
|[https://www.ptsd.va.gov/professional/assessment/adult-sr/mississippi-scale-m-ptsd.asp M-PTSD (Mississippi Scale for Combat Related PTSD)]
|Self-Report
|adult, specific versions for veterans and civilians
|10-15 minutes
|N/A
|G
|E
|E
|
|-
|[https://www.pearsonclinical.com/psychology/products/100000461/minnesota-multiphasic-personality-inventory-2-mmpi-2.html PK Scale (Keane PTSD Scale of the MMPI-2)]
|Self-report
|adult
|60-90 minutes (entire MMPI-2) 
|N/A
|G
|E
|G
|
|-
|[https://adaa.org/sites/default/files/Yusko%20_210.pdf PDS (Post-traumatic Diagnosis Scale)]
|Self-Report
|adult
|10-20 minutes
|N/A
|G
|E
|G
|X
|-
|[http://www.oregon.gov/oha/HSD/AMH/Trauma%20Policy/lsac-adult-form.pdf LASC (Los Angeles Symptoms Checklist)] 
|Self-Report 
|adult
|5-10 minutes
|N/A
|G
|G
|G
|
|-
|[https://pathwaysu.com/pluginfile.php/12797/mod_resource/content/1/UCLA%20PTSD%20RI%20-%20DSM-5%20%28Final%29.pdf Child’s Reaction to Traumatic Events Scale-Revised]
|Self-Report
|7-16
|5-10 Minutes
|
|
|G
|G
|
|-
|[http://www.som.uq.edu.au/childtrauma/ctsq.aspx Child Trauma Screening Questionnaire (CTSQ)]
|Self-Report
|child
|5-10 minutes
|
|
|G
|G
|
|-
|[https://www.corc.uk.net/media/1268/cries_selfreported.pdf Children’s Revised Impact of Events Scale (CRIES-8)]
|Self-Report
|8+ (must be able to read)
|5-10 minutes
|
|
|
|
|
|-
|[https://www.parinc.com/Products/Pkey/461 Trauma Symptoms Checklist for Young Children (TSCYC)]
|Parent Report on Child
|3-12 years old
|15-20 minutes
|For validities, norms vary based on gender and age group, since each has different scales.
|
|
|
|
|-
|[https://medicine.tulane.edu/infant-institute Young Child PTSD Checklist (YCPC)]
|Parent Report
|child
|13 items
|G
|
|G
|G
|Yes
|-
|[https://www.apa.org/depression-guideline/child-behavior-checklist.pdf Child Behavior Checklist-Posttraumatic Stress Disorder Scale (CBCL-PTSD)]
|Parent Report
|6-18 years old
|10-15 minutes
|
|
|G
|
|
|-
|[https://static1.squarespace.com/static/56983ac169492ecf0c7dc1c7/t/5ba262de575d1f6ea0cf4298/1537368799744/International+Trauma+Questionnaire.pdf International Trauma Questionnaire (ITQ) – Youth Version]
|Self-Report
|child
|10 minutes
|
|
|
|
|
|}

'''Note:''' '''L''' = Less than adequate; '''A''' = Adequate; '''G''' = Good; '''E''' = Excellent; '''U''' = Unavailable; '''NA''' = Not applicable

=== Likelihood ratios and AUCs of screening measures for PTSD ===

* '''''For a list of the likelihood ratios for more broadly reaching screening instruments, [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prediction_phase&amp;wteswitched=1#Likelihood_ratios_and_AUCs_of_common_screening_instruments click here.]''''' 

{| class=&quot;wikitable sortable&quot;
|-
! Screening Measure (Primary Reference) !! AUC (sample size) !! DLR+ (score) !! DLR- (score) !! Clinical Generalizability
!Download
|-            
| ||  ||  ||  || 
|
|-
| ||  ||  ||  || 
|
|- 
| ||  ||  ||  || 
|
|-
| ||  ||  ||  || 
|
|-
| ||  ||  ||  || 
|
|- 
| ||  ||  ||  || 
|
|-
| ||  ||  ||  || 
|
|-
| ||  ||  ||  || 
|
|-
| ||  ||  ||  || 
|
|-
| ||  ||  ||  || 
|
|-
| ||  ||  ||  || 
|
|-
|}

=== Interpreting PTSD screening measure scores ===
* For information on interpreting screening measure scores, click [[Evidence based assessment/Prediction phase#Interpreting screening measure scores|here.]]
* Also see the page on [https://en.wikipedia.org/wiki/Likelihood_ratios_in_diagnostic_testing likelihood ratios in diagnostic testing] for more information

==[[Evidence based assessment/Prescription phase|'''Prescription phase''']]==
===Gold standard diagnostic interviews===
* For a list of broad reaching diagnostic interviews sortable by disorder with PDFs (if applicable), [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prescription_phase&amp;wteswitched=1#Common_Diagnostic_Interviews click here.]

===Recommended diagnostic interviews for PTSD===
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
! colspan=&quot;10&quot; |Diagnostic instruments for PTSD
|-
! Measure
! Format (Reporter)
! Age Range
! Administration/
Completion Time
! Interrater Reliability
! Test-Retest Reliability
! Construct Validity
! Content Validity
! Highly Recommended
!Free and Accessible Measures
|-
| Children’s PTSD Inventory (CPTSD-I)
| Diagnostic Interview
| 6-18 years
| 50 items
| G
| 
| G
| 
| 
|
|-
| 
| 
| 
| 
| 
| 
| 
| 
| 
|

|-
| 
|
|
|
| 
| 
| 
| 
| 
|
|-
| 
|
| 
| 
| 
| 
| 
| 
| 
|
|}
'''Note:''' '''L''' = Less than adequate; '''A''' = Adequate; '''G''' = Good; '''E''' = Excellent; '''U''' = Unavailable; '''NA''' = Not applicable

===Severity interviews for PTSD===
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
|-
! Measure
! Format (Reporter)
! Age Range
! Administration/
Completion Time
! Interrater Reliability
! Test-Retest Reliability
! Construct Validity
! Content Validity
! Highly Recommended
!Free and Accessible Measures
|-
| [https://www.kennedykrieger.org/sites/default/files/library/documents/faculty/ksads-dsm-5-screener.pdf Schedule for Affective Disorders and Schizophrenia for School Age Children (K-SADS)]
| Diagnostic Interview
| 6-18 years
| 18 PTSD items
| G
| 
| G
| 
| 
|
|-
| Anxiety Disorders Interview Schedule, Child Version (ADIS-C)
| Diagnostic Interview
| 7-17 years
| 26 PTSD items
| G
| 
| G
| 
| 
|

|-
| Children’s Interview for Psychiatric Symptoms (ChIPS)
|Diagnostic Interview
|6 – 18 years
|31 PTSD items
| G
| 
| G
| 
| 
|
|-
| Diagnostic Infant and Preschool Assessment (DIPA)
|Diagnostic Interview
| Age 6 and younger
| 46 PTSD items
| G
| 
| G
| 
| 
|
|}
'''Note:''' '''L''' = Less than adequate; '''A''' = Adequate; '''G''' = Good; '''E''' = Excellent; '''U''' = Unavailable; '''NA''' = Not applicable
==[[Evidence based assessment/Process phase|'''Process phase''']]==
The following section contains a brief overview of treatment options for PTSD and list of process and outcome measures for PTSD. The section includes benchmarks based on published norms for several outcome and severity measures, as well as information about commonly used process measures. Process and outcome measures are used as part of the [[Evidence based assessment/Process phase|process phase]] of assessment. For more information of differences between process and outcome measures, see the page on the [[Evidence based assessment/Process phase|process phase of assessment]].

=== Process measures ===

* Information coming soon

=== Outcome and severity measures ===
This table includes clinically significant benchmarks for PTSD specific outcome measures

* Information on how to interpret this table can be [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Process_phase found here].
* Additionally, these [[Evidence based assessment/Vignettes|vignettes]] might be helpful resources for understanding appropriate adaptation of outcome measures in practice.
* ''&lt;u&gt;For clinically significant change benchmarks for the CBCL, YSR, and TRF total, externalizing, internalizing, and attention benchmarks,&lt;/u&gt;'' [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Process_phase&amp;wteswitched=1#Clinically_significant_change_benchmarks_for_widely-used_outcome_measures see here.]

{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
| colspan=&quot;7&quot; |'''Clinically significant change benchmarks with common instruments for PTSD'''
|-
| colspan=&quot;7&quot; style=&quot;font-size:110%; text-align:center;&quot; span |&lt;b&gt; Benchmarks Based on Published Norms&lt;/b&gt;
|-
| rowspan=&quot;2&quot; style=&quot;text-align:center;font-size:130%;&quot; |&lt;b&gt; Measure&lt;/b&gt;
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:130%&quot; width=&quot;300&quot; |&lt;b&gt; Cut-off scores&lt;/b&gt;
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:120%&quot; |&lt;b&gt; Critical Change &lt;br&gt; (unstandardized scores)&lt;/b&gt;
|-
| style=&quot;text-align:center;font-size:110%&quot; |&lt;b&gt; A&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; |&lt;b&gt; B&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; |&lt;b&gt; C&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; |&lt;b&gt; 95%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; |&lt;b&gt; 90%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; |&lt;b&gt; SE&lt;sub&gt;difference&lt;/sub&gt;&lt;/b&gt;
|-
| rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | Primary Care PTSD Screen
| style=&quot;text-align:center;&quot; | 1.0
| style=&quot;text-align:center;&quot; | 3.1
| style=&quot;text-align:center;&quot; | 2.0
| style=&quot;text-align:center;&quot; | 1.0
| style=&quot;text-align:center;&quot; | .8
| style=&quot;text-align:center;&quot; | .5
|-
| rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | PTSD Checklist Scores 
| style=&quot;text-align:center;&quot; | 28.8
| style=&quot;text-align:center;&quot; | 40.8
| style=&quot;text-align:center;&quot; | 34.9
| style=&quot;text-align:center;&quot; | 4.6
| style=&quot;text-align:center;&quot; | 3.8
| style=&quot;text-align:center;&quot; | 2.3
|-
| rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | Clinician Administered PTSD Scale
| style=&quot;text-align:center;&quot; | 28.8
| style=&quot;text-align:center;&quot; | 40.8
| style=&quot;text-align:center;&quot; | 34.9
| style=&quot;text-align:center;&quot; | 8.3
| style=&quot;text-align:center;&quot; | 7.0
| style=&quot;text-align:center;&quot; | 4.2
|}
=== Treatment ===
* Please refer to the Wikipedia page on [[wikipedia:Posttraumatic_stress_disorder|PTSD]] for more information on available treatment for PTSD or go to the [http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/post-traumatic-stress-disorder/ Effective Child Therapy] page for for a curated resource on effective treatments for PTSD.

{{collapse top| Click here for more information}}
'''&lt;big&gt;Behavioral interventions&lt;/big&gt;'''

Recommended (have ''significant benefit'') &lt;ref name=&quot;:0&quot;&gt;Department of Veterans Affairs and Department of Defense. . (2010). VA/DoD clinical practice guidelines: management of post-traumatic stress. Washington, D.C.: Veterans Health Administration, Department of Defense.&lt;/ref&gt;:

# Brief Cognitive Behavioral Therapy (CBT; 4-5 sessions)
#* This includes stress inoculation training, trauma-focused therapy including components of cognitive restructuring, Cognitive Processing Therapy (CPT), imaginal, virtual, and in-vivo exposure as in Prolonged Exposure psychotherapy (PE)&lt;sup&gt;2&lt;/sup&gt;
#* Patient education is recommended as part of psychotherapy for patients and family members
# EMDR may help both acute and chronic PTSD, especially individuals who have trouble with prolonged exposure or have trouble verbalizing their trauma.&lt;ref name=&quot;:1&quot;&gt;Ursano, R. J., Bell, C., Eth, S., Friedman, M., Norwood, A., Pfefferbaum, B., . . . McIntyre, J. S. (2004). ''Practice guideline for the treatment of patients with acute stress disorder and posttraumatic stress disorder'': American Psychiatric Publ
&lt;/ref&gt; 
## Long term gains require further study.

Treatments with weaker evidence (have ''some benefit'') &lt;ref name=&quot;:0&quot; /&gt;:

# Patient education,
# Imagery rehearsal therapy,
# Psychodynamic therapy,
# Hypnosis,
# Relaxation techniques,  
# and Group therapy.

Treatment with ''unknown benefit'' &lt;ref name=&quot;:0&quot; /&gt;: 

# Web-based CBT,
# Acceptance and commitment therapy,
# and Dialectical Behavioral Therapy. 

&lt;big&gt;'''Medication'''&lt;/big&gt;

*SSRIs are more effective than placebo in treating PTSD.&lt;ref name=&quot;:1&quot; /&gt;
*There is no evidence to support a medication to prevent the development of PTSD.&lt;ref name=&quot;:0&quot; /&gt;
**Imipramine, propranolol, prazosin, other antidepressants, anticonvulsants, and atypical antipsychotics have ''unknown benefit.''
**Strongly recommend against the use of benzodiazepines&lt;sup&gt;2&lt;/sup&gt; and typical antipsychotics since they have ''no benefit and potential harm.''

{{collapse bottom}}

== '''External resources''' ==

=== For professionals ===
* [http://www.som.uq.edu.au/ptsd Post Traumatic Stress Disorder Information Resource] from [http://www.uq.edu.au/ The University of Queensland School of Medicine]
* [http://www.apa.org/ptsd-guideline/ APA practice parameters for assessment and treatment for PTSD (Updated 2017)]
* [http://www.ptsd.va.gov/professional/index.asp Resources for professionals] from [http://www.ptsd.va.gov/index.asp VA National PTSD Center]
* [https://www.integration.samhsa.gov/clinical-practice/trauma-informed SAMHSA's Trauma-Informed Care Resources and Training]
* [https://www.integration.samhsa.gov/clinical-practice/trauma-informed SAMHSA's Resources on Intimate Partner Violence (IPV) for Clinicians, Patients, Families, and Organizations]

=== For caregivers ===
* [http://www.nctsn.org/sites/default/files/assets/pdfs/tips_for_parents_media_final.pdf Tips for parents on shooting media coverage]
* [http://www.nctsn.org/sites/default/files/assets/pdfs/parents_guidelines_for_helping_teens_after_the_recent_attacks.pdf Parent guidelines to helping youths after a shooting]
* [http://www.nctsn.org/sites/default/files/assets/pdfs/helping_teens_with_traumatic_grief_caregivers_final.pdf Caregiver tips for helping teens with traumatic grief]
* [http://www.nctsn.org/sites/default/files/assets/pdfs/10things_schoolage_ctg.pdf Caregiver tips for helping school-age children with traumatic grief]
*[http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/post-traumatic-stress-disorder/ EffectiveChildTherapy.Org information on PTSD]
*[https://sccap53.org Society of Clinical Child and Adolescent Psychology]

=== For educators ===
* [http://www.nctsn.org/sites/default/files/assets/pdfs/pfa_for_schools_appendix_a_teachers.pdf Teacher tips for providing psychological first aid]
* [http://www.nctsn.org/sites/default/files/assets/pdfs/helping_youth_after_community_violence_educators.pdf Educator tips for helping youths after a community trauma]

=== For public ===
* [https://complicatedgrief.columbia.edu/for-the-public/resources/ Resources for grief and loss]
* [http://www.nctsn.org/sites/default/files/assets/pdfs/psychological_information_sheet_two_pager.pdf Psychological impacts of recent shootings]
* [http://www.nctsn.org/sites/default/files/assets/pdfs/youth_journalists.pdf Tips to talking to youths about a shooting]
* [http://www.nctsn.org/sites/default/files/assets/pdfs/talking_to_children_about_the_shooting.pdf Tips to talking to children about a shooting]
* [http://www.nctsn.org/sites/default/files/assets/pdfs/helping_young_children_heal_crisis.pdf Helping young children heal after a crisis]
* [http://www.nctsn.org/content/psychological-first-aid-schoolspfa Psychological first aid for schools]
* [http://www.nctsn.org/content/psychological-first-aid Resources and manuals on psychological first aid]
* [http://www.ptsd.va.gov/public/index.asp Resources for the public] from [http://www.ptsd.va.gov/index.asp VA National PTSD Center]
* [https://curlie.org/Health/Mental_Health/Disorders/Anxiety/Post-traumatic_Stress Posttraumatic stress disorder] at Curlie (based on DMOZ)

=='''References'''==
{{collapse top|Click here for references}}
{{Reflist|30em}}

[[Category:Psychological disorder portfolios|{{SUBPAGENAME}}]]
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==[[Evidence based assessment/Portfolio template/What is a &quot;portfolio&quot;|'''What is a &quot;portfolio?&quot;''']]==
For background information on what assessment portfolios are, click the link in the heading above. 

Want even 'more' information about this topic? There's an extended version of this page [[Evidence-based assessment/Substance use disorder (disorder portfolio)/extended version|here]]. 

== [[Evidence-based assessment/Preparation phase|'''Preparation Phase''']] ==
{{blockquotetop}}
&lt;big&gt;'''Diagnostic Criteria for Substance Use Disorder'''&lt;/big&gt;
&lt;big&gt;'''ICD-11 Diagnostic Criteria for Substance Use Disorder'''&lt;/big&gt;
*Disorders due to substance use and addictive behaviours are mental and behavioural disorders that develop as a result of the use of predominantly psychoactive substances, including medications, or specific repetitive rewarding and reinforcing behaviours.
**Note: The ICD-11 lists 20 additional subcategories of Substance Use Disorder. They can be found [https://icd.who.int/browse11/l-m/en#/http://id.who.int/icd/entity/1602669465 here].
&lt;big&gt;'''DSM Diagnostic Criteria for Substance Use Disorder'''&lt;/big&gt;
*Substance use disorder is a DSM disorder in the Substance-Related and Addictive Disorders chapter. It is characterized by the use of substances in a manner that leads to clinically significant impairment or distress.
* The diagnostic criteria for Substance Use Disorder disorder changed slightly from [[DSM-IV]] to [[w:Diagnostic_and_Statistical_Manual_of_Mental_Disorders#DSM-IV-TR_.282000.29|DSM-5]]. Summaries are available [http://www.dsm5.org/Documents/changes%20from%20dsm-iv-tr%20to%20dsm-5.pdf here].
{{blockquotebottom}}
==Demographic information==
We use &quot;base rates,&quot; or benchmarks from other clinics and settings, to decide what we should be sure to get prepared to assess. 

=== Base rates of SUD in different populations and clinical settings ===
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
|-
! Demography
! Setting
! Base Rate
! Diagnostic Method
|-
| North Carolina, aged 12 or older
| General population of North Carolina
| 6.7%
| National Survey on Drug Use and Health (NSDUH), 2009 to 2013
|-
| 43,093 individuals, 18+ years old collected between 2001 and 2002&lt;ref&gt;Hasin DS, Grant BF. The National Epidemiologic Survey on Alcohol and Related Conditions (NESARC) Waves 1 and 2: review and summary of findings. Soc Psychiatry Psychiatr Epidemiol. 2015 Nov;50(11):1609-40. doi: 10.1007/s00127-015-1088-0. Epub 2015 Jul 26. PMID: 26210739.&lt;/ref&gt;
| United States General Adult Population: National Epidemiologic Survey on Alcohol and Related Conditions (NESARC)

(Grant et al., 2007)
| 17.8 (0.5) Alcohol Abuse; 12.5 (0.4) Alcohol Dependence; 7.7 (0.2) Drug Abuse; 2.6 (0.1) Drug Dependence
| National Institute on Alcohol Abuse and Alcoholism Alcohol Use Disorder and Associated Disabilities Interview Schedule- DSM IV Version (AUDADIS-IV)
|-
| 9,282 adults, 18+ years old ; collected between 2001 and 2003&lt;ref&gt;{{cite journal|last1=Kessler|first1=RC|last2=Green|first2=JG|last3=Gruber|first3=MJ|last4=Sampson|first4=NA|last5=Bromet|first5=E|last6=Cuitan|first6=M|last7=Furukawa|first7=TA|last8=Gureje|first8=O|last9=Hinkov|first9=H|date=June 2010|title=Screening for serious mental illness in the general population with the K6 screening scale: results from the WHO World Mental Health (WMH) survey initiative.|journal=International journal of methods in psychiatric research|volume=19 Suppl 1|pages=4-22|pmid=20527002|last10=Hu|first10=CY|last11=Lara|first11=C|last12=Lee|first12=S|last13=Mneimneh|first13=Z|last14=Myer|first14=L|last15=Oakley-Browne|first15=M|last16=Posada-Villa|first16=J|last17=Sagar|first17=R|last18=Viana|first18=MC|last19=Zaslavsky|first19=AM}}&lt;/ref&gt;
| United States General Adult Population: National Comorbidity Survey Replication (NCS-R)
| 13.2 (0.6) Alcohol Abuse; 5.4 (0.3) Alcohol Dependence; 7.9 (0.4) Drug Abuse; 3.0 (0.2) Drug Dependence
| World Mental Health Survey Initiative Version of the World Health Organization Composite International Diagnostic Interview (WMH-CIDI) which generates DSM-IV and International Classification of Diseases, 10th revision diagnoses
|-
| New York, low-income primary care patients, 75% Hispanic&lt;ref&gt;{{cite journal|last1=Olfson|first1=M|last2=Shea|first2=S|last3=Feder|first3=A|last4=Fuentes|first4=M|last5=Nomura|first5=Y|last6=Gameroff|first6=M|last7=Weissman|first7=MM|date=NaN|title=Prevalence of anxiety, depression, and substance use disorders in an urban general medicine practice.|journal=Archives of family medicine|volume=9|issue=9|pages=876-83|pmid=11031395}}&lt;/ref&gt;
| Urban General Medicine Practice
| 7.9%
| Patient Health Questionnaire
|-
| Chicago prison - 40 % African American, 33% White, 25 % Hispanic&lt;ref&gt;{{cite journal|last1=Teplin|first1=LA|last2=Abram|first2=KM|last3=McClelland|first3=GM|date=June 1996|title=Prevalence of psychiatric disorders among incarcerated women. I. Pretrial jail detainees.|journal=Archives of general psychiatry|volume=53|issue=6|pages=505-12|pmid=8639033}}&lt;/ref&gt;
| Incarcerated females
| 70.2%
| National Institute of Mental Health Diagnostic Interview Schedule Version 11I-R (NIMH DIS-III-R)
|-
| Minnesota State Prison System- 801 females, 18-58 years old, 57.7% Caucasian, 21.5% African American, 13.2% Native American
|Incarcerated females (updated)

(Proctor 2012)
| 70% dependent
|Substance Use Disorder Diagnostic Schedule-IV (SUDDS-IV)
|-
| Texas state prison – 45 % African American, 33% White, 20% Hispanic&lt;ref&gt;{{cite journal|last1=Wasserman|first1=GA|last2=McReynolds|first2=LS|last3=Lucas|first3=CP|last4=Fisher|first4=P|last5=Santos|first5=L|date=March 2002|title=The voice DISC-IV with incarcerated male youths: prevalence of disorder.|journal=Journal of the American Academy of Child and Adolescent Psychiatry|volume=41|issue=3|pages=314-21|pmid=11886026}}&lt;/ref&gt;
| Incarcerated male youths
| 56.4%
|Structured Clinical Interview for DSM IV – Substance Use Disorders Module
|-
| New Haven, CT; Baltimore, MD; St. Louis, MO; Durham, NC; Los Angeles, CA&lt;ref&gt;{{cite journal|last1=Regier|first1=DA|last2=Farmer|first2=ME|last3=Rae|first3=DS|last4=Locke|first4=BZ|last5=Keith|first5=SJ|last6=Judd|first6=LL|last7=Goodwin|first7=FK|date=21 November 1990|title=Comorbidity of mental disorders with alcohol and other drug abuse. Results from the Epidemiologic Catchment Area (ECA) Study.|journal=JAMA|volume=264|issue=19|pages=2511-8|pmid=2232018}}&lt;/ref&gt;
| Individuals with schizophrenia across settings
| 47%
| National Institute of Mental Health (NIMH) Diagnostic Interview Schedule
|-
| Alleghany County, PA&lt;ref&gt;{{cite journal|last1=Dew|first1=MA|last2=Becker|first2=JT|last3=Sanchez|first3=J|last4=Caldararo|first4=R|last5=Lopez|first5=OL|last6=Wess|first6=J|last7=Dorst|first7=SK|last8=Banks|first8=G|date=March 1997|title=Prevalence and predictors of depressive, anxiety and substance use disorders in HIV-infected and uninfected men: a longitudinal evaluation.|journal=Psychological medicine|volume=27|issue=2|pages=395-409|pmid=9089832}}&lt;/ref&gt;
| HIV+ men in community health clinics
| 24.4%
| Structured Clinical Interview for DSM-III-R
|-
| Denmark&lt;ref&gt;{{cite journal|last1=Hansen|first1=MS|last2=Fink|first2=P|last3=Frydenberg|first3=M|last4=Oxhøj|first4=M|last5=Søndergaard|first5=L|last6=Munk-Jørgensen|first6=P|date=April 2001|title=Mental disorders among internal medical inpatients: prevalence, detection, and treatment status.|journal=Journal of psychosomatic research|volume=50|issue=4|pages=199-204|pmid=11369025}}&lt;/ref&gt;
| Internal medicine inpatients
| 10.9%
| Symptom Check List (SCL-8)
|}

==Diagnosis==
=== Recommended diagnostic interviews ===

*Diagnostic Interview Schedule- IV
*Structured Clinical Interview for DSM-IV
*The Psychiatric Research Interview for Substance and Mental Disorders
*International Classification of Diseases, version 10
*The Mini International Psychiatric Interview (M.I.N.I)&lt;ref name=&quot;Sheehan1998&quot;&gt;{{cite journal|last1=Sheehan|first1=DV|last2=Lecrubier|first2=Y|last3=Sheehan|first3=KH|last4=Amorim|first4=P|last5=Janavs|first5=J|last6=Weiller|first6=E|last7=Hergueta|first7=T|last8=Baker|first8=R|last9=Dunbar|first9=GC|title=The Mini-International Neuropsychiatric Interview (M.I.N.I.): the development and validation of a structured diagnostic psychiatric interview for DSM-IV and ICD-10.|journal=The Journal of clinical psychiatry|date=1998|volume=59 Suppl 20|pages=22-33;quiz 34-57|pmid=9881538}}&lt;/ref&gt;

=== Screening instruments and diagnostic interviews ===

{| class=&quot;wikitable sortable&quot;
|-
! Measure 
!Format (Reporter)
!Age Range
!Administration/
Completion Time
|-
|[https://osf.io/x9smc Structured Clinical International Diagnostic Interview (SCID-I)]
|Interview
|Adults
|30 minutes-3 hours
|-
|[https://osf.io/h2n9j/?view_only=ec71313a9e844abb977e241b5443f0db Substance Dependence Severity Scale (SDSS)]
|Interview
|16-adult
|30-45 minutes 
|-
|[https://osf.io/7dh4s Global Appraisal of Individual Needs- Initial (GAIN-I) ($1.00 license fee per project for use of Beta version)]
|Interview
|12-adult
|1.5-2.5 hours
|}

'''Note:''' Reliability and validity are included in the extended version [[Evidence-based assessment/Substance use disorder (disorder portfolio)/extended version|here]]. This table includes measures with Good or Excellent ratings.

== [[Evidence based assessment/Prediction phase|'''Prediction phase''']] ==

=== Psychometric properties of screening measures for Substance Use Disorder ===
The following section contains a list of screening and diagnostic instruments for Substance Use Disorder. 
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
|-
! Screening Measure (Primary Reference)
! AUC
! LR+ (Score)
! LR- (Score)
! Clinical Generalizability 
|-
| [https://osf.io/gq86m/?view_only=628c7440cb5e4cbead514916f342a8cf Kessler 6 Screening Scale (K6)] &lt;ref&gt;{{cite journal|last1=Kessler|first1=RC|last2=Green|first2=JG|last3=Gruber|first3=MJ|last4=Sampson|first4=NA|last5=Bromet|first5=E|last6=Cuitan|first6=M|last7=Furukawa|first7=TA|last8=Gureje|first8=O|last9=Hinkov|first9=H|last10=Hu|first10=CY|last11=Lara|first11=C|last12=Lee|first12=S|last13=Mneimneh|first13=Z|last14=Myer|first14=L|last15=Oakley-Browne|first15=M|last16=Posada-Villa|first16=J|last17=Sagar|first17=R|last18=Viana|first18=MC|last19=Zaslavsky|first19=AM|title=Screening for serious mental illness in the general population with the K6 screening scale: results from the WHO World Mental Health (WMH) survey initiative.|journal=International journal of methods in psychiatric research|date=June 2010|volume=19 Suppl 1|pages=4-22|pmid=20527002}}&lt;/ref&gt;&lt;ref&gt;Swartz, J. A., &amp; Lurigio, A. J. (2006). Screening for serious mental illness in populations with co-occurring substance use disorders: Performance of the K6 scale. Journal of substance abuse treatment, 31(3), 287-296&lt;/ref&gt;
| 0.84
(N=41,770)
| 3.96
(13+)
| 0.296 
(0-12)
| High: The sample of 41,770 was drawn from initial surveys that were carried out in 14 countries.
|-
| [https://osf.io/czhgd Alcohol, Smoking and Substance Involvement Screening Test (ASSIST)]&lt;ref&gt;{{cite journal|last1=Humeniuk|first1=R|last2=Ali|first2=R|last3=Babor|first3=TF|last4=Farrell|first4=M|last5=Formigoni|first5=ML|last6=Jittiwutikarn|first6=J|last7=de Lacerda|first7=RB|last8=Ling|first8=W|last9=Marsden|first9=J|last10=Monteiro|first10=M|last11=Nhiwatiwa|first11=S|last12=Pal|first12=H|last13=Poznyak|first13=V|last14=Simon|first14=S|title=Validation of the Alcohol, Smoking And Substance Involvement Screening Test (ASSIST).|journal=Addiction (Abingdon, England)|date=June 2008|volume=103|issue=6|pages=1039-47|pmid=18373724}}&lt;/ref&gt;
| 0.84
(N=1,047)
| 2.76
| 0.28
| High: The sample of 1,047 participants was drawn from drug treatment and primary health care settings in Australia, Brazil, India, Thailand, the United Kingdom, the U.S. and Zimbabwe.
|-
| [https://osf.io/nk5vx/?view_only=348d7f1ee5e741f8a6657233403dda66 Drug Use Disorders Identification Test (DUDIT)]&lt;ref&gt;{{Cite journal|last=Voluse|first=Andrew C.|last2=Gioia|first2=Christopher J.|last3=Sobell|first3=Linda Carter|last4=Dum|first4=Mariam|last5=Sobell|first5=Mark B.|last6=Simco|first6=Edward R.|title=Psychometric properties of the Drug Use Disorders Identification Test (DUDIT) with substance abusers in outpatient and residential treatment|url=https://doi.org/10.1016/j.addbeh.2011.07.030|journal=Addictive Behaviors|volume=37|issue=1|pages=36–41|doi=10.1016/j.addbeh.2011.07.030}}&lt;/ref&gt;
|0.95
(N=153)
| 6
|0.12
| High: 153 participants from outpatient and residential substance use treatment programs
|}

'''Note:''' “LR+” refers to the change in likelihood ratio associated with a positive test score, and “LR-” is the likelihood ratio for a low score. Likelihood ratios of 1 indicate that the test result did not change impressions at all. LRs larger than 10 or smaller than 0.1 are frequently clinically decisive; 5 or 0.2 are helpful, and between 2.0 and 0.5 are small enough that they rarely result in clinically meaningful changes of formulation (Sackett et al., 2000).

''' Search terms''': [substance use OR substance use disorders] AND [sensitivity OR specificity] in Google Scholar and PsycINFO

=='''[[Evidence-based assessment/Prescription phase|Prescription phase]]'''==

== '''[[Evidence-based assessment/Process phase|Process phase]]''' ==
In the United States, according to SAMHSA, of the 8.9 million adults with a dual diagnosis, 44% received some form of treatment in the past year. Given the frequent co-occurrence of mood disorders and substance use disorders, the recommended first step in treatment is for clinicians to deliver a comprehensive screening evaluation that will inform their treatment approach. There are a host of empirically supported treatments for substance use disorders, though medication interventions and psychotherapy are most common. 

=== Medication ===
Specifically, medications have been shown to be most effective in the treatment of alcohol and opioid dependence. Naltrexone (50 mg/day) administered for 12 weeks has been shown to decrease cravings for alcohol and the number of days in which alcohol was consumed.&lt;ref&gt;{{cite journal|last1=Volpicelli|first1=JR|last2=Alterman|first2=AI|last3=Hayashida|first3=M|last4=O'Brien|first4=CP|title=Naltrexone in the treatment of alcohol dependence.|journal=Archives of general psychiatry|date=November 1992|volume=49|issue=11|pages=876-80|pmid=1345133}}&lt;/ref&gt; Disulfiram (250 mg/day), administered for one year, has been shown to help reduce drinking frequency after relapse.&lt;ref&gt;{{cite journal|last1=Chick|first1=J|last2=Gough|first2=K|last3=Falkowski|first3=W|last4=Kershaw|first4=P|last5=Hore|first5=B|last6=Mehta|first6=B|last7=Ritson|first7=B|last8=Ropner|first8=R|last9=Torley|first9=D|title=Disulfiram treatment of alcoholism.|journal=The British journal of psychiatry : the journal of mental science|date=July 1992|volume=161|pages=84-9|pmid=1638335}}&lt;/ref&gt;&lt;ref name=&quot;Fuller1986&quot;&gt;{{cite journal|last1=Fuller|first1=RK|last2=Branchey|first2=L|last3=Brightwell|first3=DR|last4=Derman|first4=RM|last5=Emrick|first5=CD|last6=Iber|first6=FL|last7=James|first7=KE|last8=Lacoursiere|first8=RB|last9=Lee|first9=KK|last10=Lowenstam|first10=I|title=Disulfiram treatment of alcoholism. A Veterans Administration cooperative study.|journal=JAMA|date=19 September 1986|volume=256|issue=11|pages=1449-55|pmid=3528541}}&lt;/ref&gt; In the context of opioid dependence, Methadone has been the gold standard medication treatment for over 30 years. 

According to numerous studies, patients on higher doses of methadone (&gt;50mg/day) report less illicit opioid use, as well as increased retention rates in treatment.&lt;ref&gt;{{cite journal|last1=Farrell|first1=M|last2=Ward|first2=J|last3=Mattick|first3=R|last4=Hall|first4=W|last5=Stimson|first5=G|last6=Des Jarlais|first6=D|last7=Gossop|first7=M|last8=Strang|first8=J|title=Methadone maintenance treatment in opiate dependence: a review.|journal=British Medical Journal|date=1994.|volume=309|issue=6960|page=997}}&lt;/ref&gt; Buprenorphine is an alternative to Methadone to treat opioid dependence and research similarly supports its clinical efficacy. Buprenorphine (60 mg/day) has been shown to bring about improved retention rates, as well as reduced illicit opioid use.

=== Therapy ===

==== Cognitive Behavioral Therapies ====
While medication serves as an effective intervention for some with drug dependence, behavioral interventions are also empirically supported. A number of studies suggest that CBT is an effective intervention for substance use. In a 2010 review, McHugh, Hearon and Otto&lt;ref&gt;{{cite journal|last1=McHugh|first1=RK|last2=Hearon|first2=BA|last3=Otto|first3=MW|title=Cognitive behavioral therapy for substance use disorders.|journal=The Psychiatric clinics of North America|date=September 2010|volume=33|issue=3|pages=511-25|pmid=20599130}}&lt;/ref&gt; found that CBT for substance use, which synthesizes cognitive and motivational elements, as well as skills-building interventions, is effective both as a stand-alone treatment and when combined with other treatments. Acceptance and Commitment Therapy (ACT) has also been used to treat substance-using populations with encouraging results. Specifically, Lanza and Menéndez&lt;ref&gt;{{cite journal|last1=Villagrá Lanza|first1=P|last2=González Menéndez|first2=A|title=Acceptance and Commitment Therapy for drug abuse in incarcerated women.|journal=Psicothema|date=2013|volume=25|issue=3|pages=307-12|pmid=23910743}}&lt;/ref&gt; employed a 16-session ACT in the treatment of incarcerated females. In this population, abstinence rates, as well as anxiety sensitivity and other comorbid psychopathology showed improvement. Another behavior intervention that has been successfully implemented is Mindfulness Therapy for Substance Use.&lt;ref&gt;{{cite journal|last1=Marcus|first1=Marianne T.|last2=Zgierska|first2=Aleksandra|title=Mindfulness-Based Therapies for Substance Use Disorders: Part 1|journal=Substance Abuse|date=27 October 2009|volume=30|issue=4|pages=263–265|doi=10.1080/08897070903250027}}&lt;/ref&gt; Research indicates that this modality is effective across a range of populations through use of methods that help patients to develop nonreactive, acceptance behaviors.

==== Contingency Management ====
One common technique implemented as a treatment method across psychiatric disorders is contingency management, wherein the problematic behavior of the individual is closely monitored and reinforcers are delivered contingent upon detection of a target behavior.&lt;ref&gt;{{cite book|last1=al.]|first1=Scott W. Henggeler ... [et|title=Contingency management for adolescent substance abuse : a practitioner's guide|date=2012|publisher=Guilford Press|location=New York, NY|isbn=1462502474}}&lt;/ref&gt; In the case of substance use, abstinence is monitored via urine screens or other objective methods and the patient is rewarded for abstinence through prizes or vouchers, which are conversely withheld in the event that the patient does not remain abstinent as determined by urine screening or related methods. Recent work has demonstrated that contingency management can be an effective method for delaying time to first use after treatment and achieving short-term sobriety in individuals with substance use disorders. However, the effects of this intervention seem to be contingent upon the magnitude of the reward, and effects are not evident long-term.&lt;ref&gt;{{cite journal|last1=Petry|first1=NM|last2=Alessi|first2=SM|last3=Barry|first3=D|last4=Carroll|first4=KM|title=Standard magnitude prize reinforcers can be as efficacious as larger magnitude reinforcers in cocaine-dependent methadone patients.|journal=Journal of consulting and clinical psychology|date=June 2015|volume=83|issue=3|pages=464-72|pmid=25198284}}&lt;/ref&gt;

==== Motivational Interviewing ====
Motivational Interviewing is a treatment option that seems to be particularly useful for individuals who are ambivalent about changing behavior. This type of intervention requires the therapist to build a collaborative relationship with the patient, using empathic and non-confrontational approaches to help the patient enhance personal motivation to change.&lt;ref&gt;{{cite book|last1=Miller|first1=William R.|last2=Rollnick|first2=Stephen|title=Motivational interviewing : helping people change|date=2013|publisher=Guilford Press|location=New York, NY|isbn=1609182278|edition=3rd}}&lt;/ref&gt; Finally, behavioral activation therapy attempts to address comorbid diagnoses commonly occurring with substance use disorders (i.e., depression) in an attempt to improve outcomes for individuals who may be harder to treat. This technique aims to increase positive reinforcers and decrease intensity and occurrences of negative consequences and life events. This treatment approach has been effective in reducing severity of depression and anxiety symptoms, and increasing enjoyment and reward value of posttreatment activities as compared to treatment as usual.&lt;ref&gt;{{cite journal|last1=Daughters|first1=SB|last2=Braun|first2=AR|last3=Sargeant|first3=MN|last4=Reynolds|first4=EK|last5=Hopko|first5=DR|last6=Blanco|first6=C|last7=Lejuez|first7=CW|title=Effectiveness of a brief behavioral treatment for inner-city illicit drug users with elevated depressive symptoms: the life enhancement treatment for substance use (LETS Act!).|journal=The Journal of clinical psychiatry|date=January 2008|volume=69|issue=1|pages=122-9|pmid=18312046}}&lt;/ref&gt;

== Process and Progress measures ==

==== Clinically significant change benchmarks with common instruments and mood rating scales ====

{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
|-
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:120%&quot; width=&quot;300&quot; | &lt;b&gt; &lt;/b&gt;
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:120%&quot; width=&quot;300&quot; | &lt;b&gt; Cut* Scores&lt;/b&gt;
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:120%&quot; | &lt;b&gt; Critical Change &lt;br&gt; (Unstandardized Scores)&lt;/b&gt;
|-
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:130%;&quot; | &lt;b&gt; Measure&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; A&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; B&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; C&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; 95%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; 90%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; SE&lt;sub&gt;difference&lt;/sub&gt;&lt;/b&gt;
|-
| colspan=&quot;9&quot;  span style=&quot;font-size:110%; text-align:center;&quot; | &lt;b&gt; Benchmarks Based on Published Norms&lt;/b&gt;
|-
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:100%;&quot; | ''[https://osf.io/wn3rb Rutgers Alcohol Problem Index]''&lt;ref name=&quot;Roberts&quot;&gt;{{cite journal|last1=Roberts|first1=LJ|last2=Neal|first2=DJ|last3=Kivlahan|first3=DR|last4=Baer|first4=JS|last5=Marlatt|first5=GA|title=Individual drinking changes following a brief intervention among college students: clinical significance in an indicated preventive context.|journal=Journal of consulting and clinical psychology|date=June 2000|volume=68|issue=3|pages=500-5|pmid=10883566}}&lt;/ref&gt; &lt;ref name=&quot;White1989&quot;&gt;{{cite journal|last1=White|first1=HR|last2=Labouvie|first2=EW|title=Towards the assessment of adolescent problem drinking.|journal=Journal of studies on alcohol|date=January 1989|volume=50|issue=1|pages=30-7|pmid=2927120}}&lt;/ref&gt;
|span style=&quot;text-align:center;font-size:100%;&quot; |0.8
|span style=&quot;text-align:center;font-size:100%;&quot; | 4.9
|span style=&quot;text-align:center;font-size:100%;&quot; | 4.0
|span style=&quot;text-align:center;font-size:100%;&quot; | 4.1
|span style=&quot;text-align:center;font-size:100%;&quot; | 3.5
|span style=&quot;text-align:center;font-size:100%;&quot; | 2.1
|-
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:100%;&quot;| ''[https://osf.io/vudep Alcohol Dependence Scale (ADS)]''&lt;ref name=&quot;Roberts&quot; /&gt; [https://osf.io/vudep (copyrighted)]
|span style=&quot;text-align:center;font-size:100%;&quot; | 1.2
|span style=&quot;text-align:center;font-size:100%;&quot; | 9.9
|span style=&quot;text-align:center;font-size:100%;&quot; | 7.8 
|span style=&quot;text-align:center;font-size:100%;&quot; | 1.4
|span style=&quot;text-align:center;font-size:100%;&quot; | 1.2 
|span style=&quot;text-align:center;font-size:100%;&quot; | 0.7
|-
|colspan=&quot;3&quot; style=&quot;text-align:center;font-size:100%;&quot;| ''[https://osf.io/23mwt/?view_only=1924fe3e90334b11bb1e099a691b2ffb Drug Abuse Screening Test (DAST)]'' &lt;ref&gt;{{cite journal|last1=Skinner|first1=HA|title=The drug abuse screening test.|journal=Addictive behaviors|date=1982|volume=7|issue=4|pages=363-71|pmid=7183189}}&lt;/ref&gt;
|span style=&quot;text-align:center;font-size:100%;&quot; | 0.1
|span style=&quot;text-align:center;font-size:100%;&quot; | 2.6 
|span style=&quot;text-align:center;font-size:100%;&quot; | 1.8
|span style=&quot;text-align:center;font-size:100%;&quot; | 1.6
|span style=&quot;text-align:center;font-size:100%;&quot; | 1.3
|span style=&quot;text-align:center;font-size:100%;&quot; | 0.8
|}

'''Note:''' &quot;A&quot; = Away from the clinical range, &quot;B&quot; = Back into the nonclinical range, &quot;C&quot; = Closer to the nonclinical than clinical mean.

'''Search terms''': [substance use OR substance use disorder] AND [clinical significance OR outcomes] in Google Scholar and PsycINFO

==Web based resources==
* '''[http://www.drugabuse.gov National Institute on Drug Abuse]'''

* '''[http://www.samhsa.gov/treatment/ Substance Abuse and Mental Health Services Administration (SAMHSA)]'''

* '''[http://www.addictionrecoveryguide.org/ The Addiction Recovery Guide]'''

* [http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/drug-and-alcohol-abuse/ EffectiveChildTherapy.Org information on Substance Abuse]

* [https://sccap53.org Society of Clinical Child and Adolescent Psychology]

==References==
{{collapse top|Click Expand for references}}
{{reflist|2}}
# 
{{collapse bottom}}
[[Category:Psychological disorder portfolios|{{SUBPAGENAME}}]]</text>
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      <comment>/* Base rates of SUD in different populations and clinical settings */ Moved info and citations to the right location</comment>
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{{medical disclaimer}}
{{:{{BASEPAGENAME}}/Sidebar}}

==[[Evidence based assessment/Portfolio template/What is a &quot;portfolio&quot;|'''What is a &quot;portfolio?&quot;''']]==
For background information on what assessment portfolios are, click the link in the heading above. 

Want even 'more' information about this topic? There's an extended version of this page [[Evidence-based assessment/Substance use disorder (disorder portfolio)/extended version|here]]. 

== [[Evidence-based assessment/Preparation phase|'''Preparation Phase''']] ==
{{blockquotetop}}
&lt;big&gt;'''Diagnostic Criteria for Substance Use Disorder'''&lt;/big&gt;
&lt;big&gt;'''ICD-11 Diagnostic Criteria for Substance Use Disorder'''&lt;/big&gt;
*Disorders due to substance use and addictive behaviours are mental and behavioural disorders that develop as a result of the use of predominantly psychoactive substances, including medications, or specific repetitive rewarding and reinforcing behaviours.
**Note: The ICD-11 lists 20 additional subcategories of Substance Use Disorder. They can be found [https://icd.who.int/browse11/l-m/en#/http://id.who.int/icd/entity/1602669465 here].
&lt;big&gt;'''DSM Diagnostic Criteria for Substance Use Disorder'''&lt;/big&gt;
*Substance use disorder is a DSM disorder in the Substance-Related and Addictive Disorders chapter. It is characterized by the use of substances in a manner that leads to clinically significant impairment or distress.
* The diagnostic criteria for Substance Use Disorder disorder changed slightly from [[DSM-IV]] to [[w:Diagnostic_and_Statistical_Manual_of_Mental_Disorders#DSM-IV-TR_.282000.29|DSM-5]]. Summaries are available [http://www.dsm5.org/Documents/changes%20from%20dsm-iv-tr%20to%20dsm-5.pdf here].
{{blockquotebottom}}
==Demographic information==
We use &quot;base rates,&quot; or benchmarks from other clinics and settings, to decide what we should be sure to get prepared to assess. 

=== Base rates of SUD in different populations and clinical settings ===
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
|-
! Setting
! Base Rate
! Demography
! Diagnostic Method
|-
| General population of North Carolina, aged 12 or older
| 6.7%
| North Carolina
| National Survey on Drug Use and Health (NSDUH), 2009 to 2013
|-
| 43,093 individuals, 18+ years old collected between 2001 and 2002&lt;ref&gt;Hasin DS, Grant BF. The National Epidemiologic Survey on Alcohol and Related Conditions (NESARC) Waves 1 and 2: review and summary of findings. Soc Psychiatry Psychiatr Epidemiol. 2015 Nov;50(11):1609-40. doi: 10.1007/s00127-015-1088-0. Epub 2015 Jul 26. PMID: 26210739.&lt;/ref&gt;
| 17.8 (0.5) Alcohol Abuse; 12.5 (0.4) Alcohol Dependence; 7.7 (0.2) Drug Abuse; 2.6 (0.1) Drug Dependence
| United States General Adult Population: National Epidemiologic Survey on Alcohol and Related Conditions (NESARC)
(Grant et al., 2007)
| National Institute on Alcohol Abuse and Alcoholism Alcohol Use Disorder and Associated Disabilities Interview Schedule- DSM IV Version (AUDADIS-IV)
|-
| 9,282 adults, 18+ years old ; collected between 2001 and 2003&lt;ref&gt;{{cite journal|last1=Kessler|first1=RC|last2=Green|first2=JG|last3=Gruber|first3=MJ|last4=Sampson|first4=NA|last5=Bromet|first5=E|last6=Cuitan|first6=M|last7=Furukawa|first7=TA|last8=Gureje|first8=O|last9=Hinkov|first9=H|date=June 2010|title=Screening for serious mental illness in the general population with the K6 screening scale: results from the WHO World Mental Health (WMH) survey initiative.|journal=International journal of methods in psychiatric research|volume=19 Suppl 1|pages=4-22|pmid=20527002|last10=Hu|first10=CY|last11=Lara|first11=C|last12=Lee|first12=S|last13=Mneimneh|first13=Z|last14=Myer|first14=L|last15=Oakley-Browne|first15=M|last16=Posada-Villa|first16=J|last17=Sagar|first17=R|last18=Viana|first18=MC|last19=Zaslavsky|first19=AM}}&lt;/ref&gt;
| 13.2 (0.6) Alcohol Abuse; 5.4 (0.3) Alcohol Dependence; 7.9 (0.4) Drug Abuse; 3.0 (0.2) Drug Dependence
| United States General Adult Population: National Comorbidity Survey Replication (NCS-R)
| World Mental Health Survey Initiative Version of the World Health Organization Composite International Diagnostic Interview (WMH-CIDI) which generates DSM-IV and International Classification of Diseases, 10th revision diagnoses
|-
| Urban General Medicine Practice, low-income primary care patients, 75% Hispanic&lt;ref&gt;{{cite journal|last1=Olfson|first1=M|last2=Shea|first2=S|last3=Feder|first3=A|last4=Fuentes|first4=M|last5=Nomura|first5=Y|last6=Gameroff|first6=M|last7=Weissman|first7=MM|date=NaN|title=Prevalence of anxiety, depression, and substance use disorders in an urban general medicine practice.|journal=Archives of family medicine|volume=9|issue=9|pages=876-83|pmid=11031395}}&lt;/ref&gt;
| 7.9%
| New York
| Patient Health Questionnaire
|-
| Incarcerated females&lt;ref&gt;{{cite journal|last1=Teplin|first1=LA|last2=Abram|first2=KM|last3=McClelland|first3=GM|date=June 1996|title=Prevalence of psychiatric disorders among incarcerated women. I. Pretrial jail detainees.|journal=Archives of general psychiatry|volume=53|issue=6|pages=505-12|pmid=8639033}}&lt;/ref&gt;
| 70.2%
| Chicago prison - 40 % African American, 33% White, 25 % Hispanic
| National Institute of Mental Health Diagnostic Interview Schedule Version 11I-R (NIMH DIS-III-R)
|-
|Incarcerated females (updated)

(Proctor 2012)
| 70% dependent
| Minnesota State Prison System- 801 females, 18-58 years old, 57.7% Caucasian, 21.5% African American, 13.2% Native American
|Substance Use Disorder Diagnostic Schedule-IV (SUDDS-IV)
|-
| Incarcerated male youths&lt;ref&gt;{{cite journal|last1=Wasserman|first1=GA|last2=McReynolds|first2=LS|last3=Lucas|first3=CP|last4=Fisher|first4=P|last5=Santos|first5=L|date=March 2002|title=The voice DISC-IV with incarcerated male youths: prevalence of disorder.|journal=Journal of the American Academy of Child and Adolescent Psychiatry|volume=41|issue=3|pages=314-21|pmid=11886026}}&lt;/ref&gt;
| 56.4%
| Texas state prison – 45 % African American, 33% White, 20% Hispanic
|Structured Clinical Interview for DSM IV – Substance Use Disorders Module
|-
| Individuals with schizophrenia across settings&lt;ref&gt;{{cite journal|last1=Regier|first1=DA|last2=Farmer|first2=ME|last3=Rae|first3=DS|last4=Locke|first4=BZ|last5=Keith|first5=SJ|last6=Judd|first6=LL|last7=Goodwin|first7=FK|date=21 November 1990|title=Comorbidity of mental disorders with alcohol and other drug abuse. Results from the Epidemiologic Catchment Area (ECA) Study.|journal=JAMA|volume=264|issue=19|pages=2511-8|pmid=2232018}}&lt;/ref&gt;
| 47%
| New Haven, CT; Baltimore, MD; St. Louis, MO; Durham, NC; Los Angeles, CA
| National Institute of Mental Health (NIMH) Diagnostic Interview Schedule
|-
| HIV+ men in community health clinics&lt;ref&gt;{{cite journal|last1=Dew|first1=MA|last2=Becker|first2=JT|last3=Sanchez|first3=J|last4=Caldararo|first4=R|last5=Lopez|first5=OL|last6=Wess|first6=J|last7=Dorst|first7=SK|last8=Banks|first8=G|date=March 1997|title=Prevalence and predictors of depressive, anxiety and substance use disorders in HIV-infected and uninfected men: a longitudinal evaluation.|journal=Psychological medicine|volume=27|issue=2|pages=395-409|pmid=9089832}}&lt;/ref&gt;
| 24.4%
| Alleghany County, PA
| Structured Clinical Interview for DSM-III-R
|-
| Internal medicine inpatients&lt;ref&gt;{{cite journal|last1=Hansen|first1=MS|last2=Fink|first2=P|last3=Frydenberg|first3=M|last4=Oxhøj|first4=M|last5=Søndergaard|first5=L|last6=Munk-Jørgensen|first6=P|date=April 2001|title=Mental disorders among internal medical inpatients: prevalence, detection, and treatment status.|journal=Journal of psychosomatic research|volume=50|issue=4|pages=199-204|pmid=11369025}}&lt;/ref&gt;
| 10.9%
| Denmark
| Symptom Check List (SCL-8)
|}

==Diagnosis==
=== Recommended diagnostic interviews ===

*Diagnostic Interview Schedule- IV
*Structured Clinical Interview for DSM-IV
*The Psychiatric Research Interview for Substance and Mental Disorders
*International Classification of Diseases, version 10
*The Mini International Psychiatric Interview (M.I.N.I)&lt;ref name=&quot;Sheehan1998&quot;&gt;{{cite journal|last1=Sheehan|first1=DV|last2=Lecrubier|first2=Y|last3=Sheehan|first3=KH|last4=Amorim|first4=P|last5=Janavs|first5=J|last6=Weiller|first6=E|last7=Hergueta|first7=T|last8=Baker|first8=R|last9=Dunbar|first9=GC|title=The Mini-International Neuropsychiatric Interview (M.I.N.I.): the development and validation of a structured diagnostic psychiatric interview for DSM-IV and ICD-10.|journal=The Journal of clinical psychiatry|date=1998|volume=59 Suppl 20|pages=22-33;quiz 34-57|pmid=9881538}}&lt;/ref&gt;

=== Screening instruments and diagnostic interviews ===

{| class=&quot;wikitable sortable&quot;
|-
! Measure 
!Format (Reporter)
!Age Range
!Administration/
Completion Time
|-
|[https://osf.io/x9smc Structured Clinical International Diagnostic Interview (SCID-I)]
|Interview
|Adults
|30 minutes-3 hours
|-
|[https://osf.io/h2n9j/?view_only=ec71313a9e844abb977e241b5443f0db Substance Dependence Severity Scale (SDSS)]
|Interview
|16-adult
|30-45 minutes 
|-
|[https://osf.io/7dh4s Global Appraisal of Individual Needs- Initial (GAIN-I) ($1.00 license fee per project for use of Beta version)]
|Interview
|12-adult
|1.5-2.5 hours
|}

'''Note:''' Reliability and validity are included in the extended version [[Evidence-based assessment/Substance use disorder (disorder portfolio)/extended version|here]]. This table includes measures with Good or Excellent ratings.

== [[Evidence based assessment/Prediction phase|'''Prediction phase''']] ==

=== Psychometric properties of screening measures for Substance Use Disorder ===
The following section contains a list of screening and diagnostic instruments for Substance Use Disorder. 
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
|-
! Screening Measure (Primary Reference)
! AUC
! LR+ (Score)
! LR- (Score)
! Clinical Generalizability 
|-
| [https://osf.io/gq86m/?view_only=628c7440cb5e4cbead514916f342a8cf Kessler 6 Screening Scale (K6)] &lt;ref&gt;{{cite journal|last1=Kessler|first1=RC|last2=Green|first2=JG|last3=Gruber|first3=MJ|last4=Sampson|first4=NA|last5=Bromet|first5=E|last6=Cuitan|first6=M|last7=Furukawa|first7=TA|last8=Gureje|first8=O|last9=Hinkov|first9=H|last10=Hu|first10=CY|last11=Lara|first11=C|last12=Lee|first12=S|last13=Mneimneh|first13=Z|last14=Myer|first14=L|last15=Oakley-Browne|first15=M|last16=Posada-Villa|first16=J|last17=Sagar|first17=R|last18=Viana|first18=MC|last19=Zaslavsky|first19=AM|title=Screening for serious mental illness in the general population with the K6 screening scale: results from the WHO World Mental Health (WMH) survey initiative.|journal=International journal of methods in psychiatric research|date=June 2010|volume=19 Suppl 1|pages=4-22|pmid=20527002}}&lt;/ref&gt;&lt;ref&gt;Swartz, J. A., &amp; Lurigio, A. J. (2006). Screening for serious mental illness in populations with co-occurring substance use disorders: Performance of the K6 scale. Journal of substance abuse treatment, 31(3), 287-296&lt;/ref&gt;
| 0.84
(N=41,770)
| 3.96
(13+)
| 0.296 
(0-12)
| High: The sample of 41,770 was drawn from initial surveys that were carried out in 14 countries.
|-
| [https://osf.io/czhgd Alcohol, Smoking and Substance Involvement Screening Test (ASSIST)]&lt;ref&gt;{{cite journal|last1=Humeniuk|first1=R|last2=Ali|first2=R|last3=Babor|first3=TF|last4=Farrell|first4=M|last5=Formigoni|first5=ML|last6=Jittiwutikarn|first6=J|last7=de Lacerda|first7=RB|last8=Ling|first8=W|last9=Marsden|first9=J|last10=Monteiro|first10=M|last11=Nhiwatiwa|first11=S|last12=Pal|first12=H|last13=Poznyak|first13=V|last14=Simon|first14=S|title=Validation of the Alcohol, Smoking And Substance Involvement Screening Test (ASSIST).|journal=Addiction (Abingdon, England)|date=June 2008|volume=103|issue=6|pages=1039-47|pmid=18373724}}&lt;/ref&gt;
| 0.84
(N=1,047)
| 2.76
| 0.28
| High: The sample of 1,047 participants was drawn from drug treatment and primary health care settings in Australia, Brazil, India, Thailand, the United Kingdom, the U.S. and Zimbabwe.
|-
| [https://osf.io/nk5vx/?view_only=348d7f1ee5e741f8a6657233403dda66 Drug Use Disorders Identification Test (DUDIT)]&lt;ref&gt;{{Cite journal|last=Voluse|first=Andrew C.|last2=Gioia|first2=Christopher J.|last3=Sobell|first3=Linda Carter|last4=Dum|first4=Mariam|last5=Sobell|first5=Mark B.|last6=Simco|first6=Edward R.|title=Psychometric properties of the Drug Use Disorders Identification Test (DUDIT) with substance abusers in outpatient and residential treatment|url=https://doi.org/10.1016/j.addbeh.2011.07.030|journal=Addictive Behaviors|volume=37|issue=1|pages=36–41|doi=10.1016/j.addbeh.2011.07.030}}&lt;/ref&gt;
|0.95
(N=153)
| 6
|0.12
| High: 153 participants from outpatient and residential substance use treatment programs
|}

'''Note:''' “LR+” refers to the change in likelihood ratio associated with a positive test score, and “LR-” is the likelihood ratio for a low score. Likelihood ratios of 1 indicate that the test result did not change impressions at all. LRs larger than 10 or smaller than 0.1 are frequently clinically decisive; 5 or 0.2 are helpful, and between 2.0 and 0.5 are small enough that they rarely result in clinically meaningful changes of formulation (Sackett et al., 2000).

''' Search terms''': [substance use OR substance use disorders] AND [sensitivity OR specificity] in Google Scholar and PsycINFO

=='''[[Evidence-based assessment/Prescription phase|Prescription phase]]'''==

== '''[[Evidence-based assessment/Process phase|Process phase]]''' ==
In the United States, according to SAMHSA, of the 8.9 million adults with a dual diagnosis, 44% received some form of treatment in the past year. Given the frequent co-occurrence of mood disorders and substance use disorders, the recommended first step in treatment is for clinicians to deliver a comprehensive screening evaluation that will inform their treatment approach. There are a host of empirically supported treatments for substance use disorders, though medication interventions and psychotherapy are most common. 

=== Medication ===
Specifically, medications have been shown to be most effective in the treatment of alcohol and opioid dependence. Naltrexone (50 mg/day) administered for 12 weeks has been shown to decrease cravings for alcohol and the number of days in which alcohol was consumed.&lt;ref&gt;{{cite journal|last1=Volpicelli|first1=JR|last2=Alterman|first2=AI|last3=Hayashida|first3=M|last4=O'Brien|first4=CP|title=Naltrexone in the treatment of alcohol dependence.|journal=Archives of general psychiatry|date=November 1992|volume=49|issue=11|pages=876-80|pmid=1345133}}&lt;/ref&gt; Disulfiram (250 mg/day), administered for one year, has been shown to help reduce drinking frequency after relapse.&lt;ref&gt;{{cite journal|last1=Chick|first1=J|last2=Gough|first2=K|last3=Falkowski|first3=W|last4=Kershaw|first4=P|last5=Hore|first5=B|last6=Mehta|first6=B|last7=Ritson|first7=B|last8=Ropner|first8=R|last9=Torley|first9=D|title=Disulfiram treatment of alcoholism.|journal=The British journal of psychiatry : the journal of mental science|date=July 1992|volume=161|pages=84-9|pmid=1638335}}&lt;/ref&gt;&lt;ref name=&quot;Fuller1986&quot;&gt;{{cite journal|last1=Fuller|first1=RK|last2=Branchey|first2=L|last3=Brightwell|first3=DR|last4=Derman|first4=RM|last5=Emrick|first5=CD|last6=Iber|first6=FL|last7=James|first7=KE|last8=Lacoursiere|first8=RB|last9=Lee|first9=KK|last10=Lowenstam|first10=I|title=Disulfiram treatment of alcoholism. A Veterans Administration cooperative study.|journal=JAMA|date=19 September 1986|volume=256|issue=11|pages=1449-55|pmid=3528541}}&lt;/ref&gt; In the context of opioid dependence, Methadone has been the gold standard medication treatment for over 30 years. 

According to numerous studies, patients on higher doses of methadone (&gt;50mg/day) report less illicit opioid use, as well as increased retention rates in treatment.&lt;ref&gt;{{cite journal|last1=Farrell|first1=M|last2=Ward|first2=J|last3=Mattick|first3=R|last4=Hall|first4=W|last5=Stimson|first5=G|last6=Des Jarlais|first6=D|last7=Gossop|first7=M|last8=Strang|first8=J|title=Methadone maintenance treatment in opiate dependence: a review.|journal=British Medical Journal|date=1994.|volume=309|issue=6960|page=997}}&lt;/ref&gt; Buprenorphine is an alternative to Methadone to treat opioid dependence and research similarly supports its clinical efficacy. Buprenorphine (60 mg/day) has been shown to bring about improved retention rates, as well as reduced illicit opioid use.

=== Therapy ===

==== Cognitive Behavioral Therapies ====
While medication serves as an effective intervention for some with drug dependence, behavioral interventions are also empirically supported. A number of studies suggest that CBT is an effective intervention for substance use. In a 2010 review, McHugh, Hearon and Otto&lt;ref&gt;{{cite journal|last1=McHugh|first1=RK|last2=Hearon|first2=BA|last3=Otto|first3=MW|title=Cognitive behavioral therapy for substance use disorders.|journal=The Psychiatric clinics of North America|date=September 2010|volume=33|issue=3|pages=511-25|pmid=20599130}}&lt;/ref&gt; found that CBT for substance use, which synthesizes cognitive and motivational elements, as well as skills-building interventions, is effective both as a stand-alone treatment and when combined with other treatments. Acceptance and Commitment Therapy (ACT) has also been used to treat substance-using populations with encouraging results. Specifically, Lanza and Menéndez&lt;ref&gt;{{cite journal|last1=Villagrá Lanza|first1=P|last2=González Menéndez|first2=A|title=Acceptance and Commitment Therapy for drug abuse in incarcerated women.|journal=Psicothema|date=2013|volume=25|issue=3|pages=307-12|pmid=23910743}}&lt;/ref&gt; employed a 16-session ACT in the treatment of incarcerated females. In this population, abstinence rates, as well as anxiety sensitivity and other comorbid psychopathology showed improvement. Another behavior intervention that has been successfully implemented is Mindfulness Therapy for Substance Use.&lt;ref&gt;{{cite journal|last1=Marcus|first1=Marianne T.|last2=Zgierska|first2=Aleksandra|title=Mindfulness-Based Therapies for Substance Use Disorders: Part 1|journal=Substance Abuse|date=27 October 2009|volume=30|issue=4|pages=263–265|doi=10.1080/08897070903250027}}&lt;/ref&gt; Research indicates that this modality is effective across a range of populations through use of methods that help patients to develop nonreactive, acceptance behaviors.

==== Contingency Management ====
One common technique implemented as a treatment method across psychiatric disorders is contingency management, wherein the problematic behavior of the individual is closely monitored and reinforcers are delivered contingent upon detection of a target behavior.&lt;ref&gt;{{cite book|last1=al.]|first1=Scott W. Henggeler ... [et|title=Contingency management for adolescent substance abuse : a practitioner's guide|date=2012|publisher=Guilford Press|location=New York, NY|isbn=1462502474}}&lt;/ref&gt; In the case of substance use, abstinence is monitored via urine screens or other objective methods and the patient is rewarded for abstinence through prizes or vouchers, which are conversely withheld in the event that the patient does not remain abstinent as determined by urine screening or related methods. Recent work has demonstrated that contingency management can be an effective method for delaying time to first use after treatment and achieving short-term sobriety in individuals with substance use disorders. However, the effects of this intervention seem to be contingent upon the magnitude of the reward, and effects are not evident long-term.&lt;ref&gt;{{cite journal|last1=Petry|first1=NM|last2=Alessi|first2=SM|last3=Barry|first3=D|last4=Carroll|first4=KM|title=Standard magnitude prize reinforcers can be as efficacious as larger magnitude reinforcers in cocaine-dependent methadone patients.|journal=Journal of consulting and clinical psychology|date=June 2015|volume=83|issue=3|pages=464-72|pmid=25198284}}&lt;/ref&gt;

==== Motivational Interviewing ====
Motivational Interviewing is a treatment option that seems to be particularly useful for individuals who are ambivalent about changing behavior. This type of intervention requires the therapist to build a collaborative relationship with the patient, using empathic and non-confrontational approaches to help the patient enhance personal motivation to change.&lt;ref&gt;{{cite book|last1=Miller|first1=William R.|last2=Rollnick|first2=Stephen|title=Motivational interviewing : helping people change|date=2013|publisher=Guilford Press|location=New York, NY|isbn=1609182278|edition=3rd}}&lt;/ref&gt; Finally, behavioral activation therapy attempts to address comorbid diagnoses commonly occurring with substance use disorders (i.e., depression) in an attempt to improve outcomes for individuals who may be harder to treat. This technique aims to increase positive reinforcers and decrease intensity and occurrences of negative consequences and life events. This treatment approach has been effective in reducing severity of depression and anxiety symptoms, and increasing enjoyment and reward value of posttreatment activities as compared to treatment as usual.&lt;ref&gt;{{cite journal|last1=Daughters|first1=SB|last2=Braun|first2=AR|last3=Sargeant|first3=MN|last4=Reynolds|first4=EK|last5=Hopko|first5=DR|last6=Blanco|first6=C|last7=Lejuez|first7=CW|title=Effectiveness of a brief behavioral treatment for inner-city illicit drug users with elevated depressive symptoms: the life enhancement treatment for substance use (LETS Act!).|journal=The Journal of clinical psychiatry|date=January 2008|volume=69|issue=1|pages=122-9|pmid=18312046}}&lt;/ref&gt;

== Process and Progress measures ==

==== Clinically significant change benchmarks with common instruments and mood rating scales ====

{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
|-
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:120%&quot; width=&quot;300&quot; | &lt;b&gt; &lt;/b&gt;
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:120%&quot; width=&quot;300&quot; | &lt;b&gt; Cut* Scores&lt;/b&gt;
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:120%&quot; | &lt;b&gt; Critical Change &lt;br&gt; (Unstandardized Scores)&lt;/b&gt;
|-
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:130%;&quot; | &lt;b&gt; Measure&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; A&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; B&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; C&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; 95%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; 90%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; SE&lt;sub&gt;difference&lt;/sub&gt;&lt;/b&gt;
|-
| colspan=&quot;9&quot;  span style=&quot;font-size:110%; text-align:center;&quot; | &lt;b&gt; Benchmarks Based on Published Norms&lt;/b&gt;
|-
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:100%;&quot; | ''[https://osf.io/wn3rb Rutgers Alcohol Problem Index]''&lt;ref name=&quot;Roberts&quot;&gt;{{cite journal|last1=Roberts|first1=LJ|last2=Neal|first2=DJ|last3=Kivlahan|first3=DR|last4=Baer|first4=JS|last5=Marlatt|first5=GA|title=Individual drinking changes following a brief intervention among college students: clinical significance in an indicated preventive context.|journal=Journal of consulting and clinical psychology|date=June 2000|volume=68|issue=3|pages=500-5|pmid=10883566}}&lt;/ref&gt; &lt;ref name=&quot;White1989&quot;&gt;{{cite journal|last1=White|first1=HR|last2=Labouvie|first2=EW|title=Towards the assessment of adolescent problem drinking.|journal=Journal of studies on alcohol|date=January 1989|volume=50|issue=1|pages=30-7|pmid=2927120}}&lt;/ref&gt;
|span style=&quot;text-align:center;font-size:100%;&quot; |0.8
|span style=&quot;text-align:center;font-size:100%;&quot; | 4.9
|span style=&quot;text-align:center;font-size:100%;&quot; | 4.0
|span style=&quot;text-align:center;font-size:100%;&quot; | 4.1
|span style=&quot;text-align:center;font-size:100%;&quot; | 3.5
|span style=&quot;text-align:center;font-size:100%;&quot; | 2.1
|-
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:100%;&quot;| ''[https://osf.io/vudep Alcohol Dependence Scale (ADS)]''&lt;ref name=&quot;Roberts&quot; /&gt; [https://osf.io/vudep (copyrighted)]
|span style=&quot;text-align:center;font-size:100%;&quot; | 1.2
|span style=&quot;text-align:center;font-size:100%;&quot; | 9.9
|span style=&quot;text-align:center;font-size:100%;&quot; | 7.8 
|span style=&quot;text-align:center;font-size:100%;&quot; | 1.4
|span style=&quot;text-align:center;font-size:100%;&quot; | 1.2 
|span style=&quot;text-align:center;font-size:100%;&quot; | 0.7
|-
|colspan=&quot;3&quot; style=&quot;text-align:center;font-size:100%;&quot;| ''[https://osf.io/23mwt/?view_only=1924fe3e90334b11bb1e099a691b2ffb Drug Abuse Screening Test (DAST)]'' &lt;ref&gt;{{cite journal|last1=Skinner|first1=HA|title=The drug abuse screening test.|journal=Addictive behaviors|date=1982|volume=7|issue=4|pages=363-71|pmid=7183189}}&lt;/ref&gt;
|span style=&quot;text-align:center;font-size:100%;&quot; | 0.1
|span style=&quot;text-align:center;font-size:100%;&quot; | 2.6 
|span style=&quot;text-align:center;font-size:100%;&quot; | 1.8
|span style=&quot;text-align:center;font-size:100%;&quot; | 1.6
|span style=&quot;text-align:center;font-size:100%;&quot; | 1.3
|span style=&quot;text-align:center;font-size:100%;&quot; | 0.8
|}

'''Note:''' &quot;A&quot; = Away from the clinical range, &quot;B&quot; = Back into the nonclinical range, &quot;C&quot; = Closer to the nonclinical than clinical mean.

'''Search terms''': [substance use OR substance use disorder] AND [clinical significance OR outcomes] in Google Scholar and PsycINFO

==Web based resources==
* '''[http://www.drugabuse.gov National Institute on Drug Abuse]'''

* '''[http://www.samhsa.gov/treatment/ Substance Abuse and Mental Health Services Administration (SAMHSA)]'''

* '''[http://www.addictionrecoveryguide.org/ The Addiction Recovery Guide]'''

* [http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/drug-and-alcohol-abuse/ EffectiveChildTherapy.Org information on Substance Abuse]

* [https://sccap53.org Society of Clinical Child and Adolescent Psychology]

==References==
{{collapse top|Click Expand for references}}
{{reflist|2}}
# 
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[[Category:Psychological disorder portfolios|{{SUBPAGENAME}}]]</text>
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{{medical disclaimer}}
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==[[Evidence based assessment/Portfolio template/What is a &quot;portfolio&quot;|'''What is a &quot;portfolio?&quot;''']]==
For background information on what assessment portfolios are, click the link in the heading above. 

Want even 'more' information about this topic? There's an extended version of this page [[Evidence-based assessment/Substance use disorder (disorder portfolio)/extended version|here]]. 

== [[Evidence-based assessment/Preparation phase|'''Preparation Phase''']] ==
{{blockquotetop}}
&lt;big&gt;'''Diagnostic Criteria for Substance Use Disorder'''&lt;/big&gt;
&lt;big&gt;'''ICD-11 Diagnostic Criteria for Substance Use Disorder'''&lt;/big&gt;
*Disorders due to substance use and addictive behaviours are mental and behavioural disorders that develop as a result of the use of predominantly psychoactive substances, including medications, or specific repetitive rewarding and reinforcing behaviours.
**Note: The ICD-11 lists 20 additional subcategories of Substance Use Disorder. They can be found [https://icd.who.int/browse11/l-m/en#/http://id.who.int/icd/entity/1602669465 here].
&lt;big&gt;'''DSM Diagnostic Criteria for Substance Use Disorder'''&lt;/big&gt;
*Substance use disorder is a DSM disorder in the Substance-Related and Addictive Disorders chapter. It is characterized by the use of substances in a manner that leads to clinically significant impairment or distress.
* The diagnostic criteria for Substance Use Disorder disorder changed slightly from [[DSM-IV]] to [[w:Diagnostic_and_Statistical_Manual_of_Mental_Disorders#DSM-IV-TR_.282000.29|DSM-5]]. Summaries are available [http://www.dsm5.org/Documents/changes%20from%20dsm-iv-tr%20to%20dsm-5.pdf here].
{{blockquotebottom}}
==Demographic information==
We use &quot;base rates,&quot; or benchmarks from other clinics and settings, to decide what we should be sure to get prepared to assess. 

=== Base rates of SUD in different populations and clinical settings ===
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
|-
! Setting
! Base Rate
! Demography
! Diagnostic Method
|-
| General population of North Carolina, aged 12 or older
| 6.7%
| North Carolina
| National Survey on Drug Use and Health (NSDUH), 2009 to 2013
|-
| 43,093 individuals, 18+ years old collected between 2001 and 2002&lt;ref&gt;Hasin DS, Grant BF. The National Epidemiologic Survey on Alcohol and Related Conditions (NESARC) Waves 1 and 2: review and summary of findings. Soc Psychiatry Psychiatr Epidemiol. 2015 Nov;50(11):1609-40. doi: 10.1007/s00127-015-1088-0. Epub 2015 Jul 26. PMID: 26210739.&lt;/ref&gt;
| 17.8 (0.5) Alcohol Abuse; 12.5 (0.4) Alcohol Dependence; 7.7 (0.2) Drug Abuse; 2.6 (0.1) Drug Dependence
| United States General Adult Population: National Epidemiologic Survey on Alcohol and Related Conditions (NESARC)
(Grant et al., 2007)
| National Institute on Alcohol Abuse and Alcoholism Alcohol Use Disorder and Associated Disabilities Interview Schedule- DSM IV Version (AUDADIS-IV)
|-
| 9,282 adults, 18+ years old ; collected between 2001 and 2003&lt;ref&gt;{{cite journal|last1=Kessler|first1=RC|last2=Green|first2=JG|last3=Gruber|first3=MJ|last4=Sampson|first4=NA|last5=Bromet|first5=E|last6=Cuitan|first6=M|last7=Furukawa|first7=TA|last8=Gureje|first8=O|last9=Hinkov|first9=H|date=June 2010|title=Screening for serious mental illness in the general population with the K6 screening scale: results from the WHO World Mental Health (WMH) survey initiative.|journal=International journal of methods in psychiatric research|volume=19 Suppl 1|pages=4-22|pmid=20527002|last10=Hu|first10=CY|last11=Lara|first11=C|last12=Lee|first12=S|last13=Mneimneh|first13=Z|last14=Myer|first14=L|last15=Oakley-Browne|first15=M|last16=Posada-Villa|first16=J|last17=Sagar|first17=R|last18=Viana|first18=MC|last19=Zaslavsky|first19=AM}}&lt;/ref&gt;
| 13.2 (0.6) Alcohol Abuse; 5.4 (0.3) Alcohol Dependence; 7.9 (0.4) Drug Abuse; 3.0 (0.2) Drug Dependence
| United States General Adult Population: National Comorbidity Survey Replication (NCS-R)
| World Mental Health Survey Initiative Version of the World Health Organization Composite International Diagnostic Interview (WMH-CIDI) which generates DSM-IV and International Classification of Diseases, 10th revision diagnoses
|-
| Urban General Medicine Practice, low-income primary care patients, 75% Hispanic&lt;ref&gt;{{cite journal|last1=Olfson|first1=M|last2=Shea|first2=S|last3=Feder|first3=A|last4=Fuentes|first4=M|last5=Nomura|first5=Y|last6=Gameroff|first6=M|last7=Weissman|first7=MM|date=NaN|title=Prevalence of anxiety, depression, and substance use disorders in an urban general medicine practice.|journal=Archives of family medicine|volume=9|issue=9|pages=876-83|pmid=11031395}}&lt;/ref&gt;
| 7.9%
| New York
| Patient Health Questionnaire
|-
| Incarcerated females&lt;ref&gt;{{cite journal|last1=Teplin|first1=LA|last2=Abram|first2=KM|last3=McClelland|first3=GM|date=June 1996|title=Prevalence of psychiatric disorders among incarcerated women. I. Pretrial jail detainees.|journal=Archives of general psychiatry|volume=53|issue=6|pages=505-12|pmid=8639033}}&lt;/ref&gt;
| 70.2%
| Chicago prison - 40 % African American, 33% White, 25 % Hispanic
| National Institute of Mental Health Diagnostic Interview Schedule Version 11I-R (NIMH DIS-III-R)
|-
|Incarcerated females (updated)

(Proctor 2012)
| 70% dependent
| Minnesota State Prison System- 801 females, 18-58 years old, 57.7% Caucasian, 21.5% African American, 13.2% Native American
|Substance Use Disorder Diagnostic Schedule-IV (SUDDS-IV)
|-
| Incarcerated male youths&lt;ref&gt;{{cite journal|last1=Wasserman|first1=GA|last2=McReynolds|first2=LS|last3=Lucas|first3=CP|last4=Fisher|first4=P|last5=Santos|first5=L|date=March 2002|title=The voice DISC-IV with incarcerated male youths: prevalence of disorder.|journal=Journal of the American Academy of Child and Adolescent Psychiatry|volume=41|issue=3|pages=314-21|pmid=11886026}}&lt;/ref&gt;
| 56.4%
| Texas state prison – 45 % African American, 33% White, 20% Hispanic
|Structured Clinical Interview for DSM IV – Substance Use Disorders Module
|-
| Individuals with schizophrenia across settings&lt;ref&gt;{{cite journal|last1=Regier|first1=DA|last2=Farmer|first2=ME|last3=Rae|first3=DS|last4=Locke|first4=BZ|last5=Keith|first5=SJ|last6=Judd|first6=LL|last7=Goodwin|first7=FK|date=21 November 1990|title=Comorbidity of mental disorders with alcohol and other drug abuse. Results from the Epidemiologic Catchment Area (ECA) Study.|journal=JAMA|volume=264|issue=19|pages=2511-8|pmid=2232018}}&lt;/ref&gt;
| 47%
| New Haven, CT; Baltimore, MD; St. Louis, MO; Durham, NC; Los Angeles, CA
| National Institute of Mental Health (NIMH) Diagnostic Interview Schedule
|-
| HIV+ men in community health clinics&lt;ref&gt;{{cite journal|last1=Dew|first1=MA|last2=Becker|first2=JT|last3=Sanchez|first3=J|last4=Caldararo|first4=R|last5=Lopez|first5=OL|last6=Wess|first6=J|last7=Dorst|first7=SK|last8=Banks|first8=G|date=March 1997|title=Prevalence and predictors of depressive, anxiety and substance use disorders in HIV-infected and uninfected men: a longitudinal evaluation.|journal=Psychological medicine|volume=27|issue=2|pages=395-409|pmid=9089832}}&lt;/ref&gt;
| 24.4%
| Alleghany County, PA
| Structured Clinical Interview for DSM-III-R
|-
| Internal medicine inpatients&lt;ref&gt;{{cite journal|last1=Hansen|first1=MS|last2=Fink|first2=P|last3=Frydenberg|first3=M|last4=Oxhøj|first4=M|last5=Søndergaard|first5=L|last6=Munk-Jørgensen|first6=P|date=April 2001|title=Mental disorders among internal medical inpatients: prevalence, detection, and treatment status.|journal=Journal of psychosomatic research|volume=50|issue=4|pages=199-204|pmid=11369025}}&lt;/ref&gt;
| 10.9%
| Denmark
| Symptom Check List (SCL-8)
|}

==Diagnosis==
=== Recommended diagnostic interviews ===

*Diagnostic Interview Schedule- IV
*Structured Clinical Interview for DSM-IV
*The Psychiatric Research Interview for Substance and Mental Disorders
*International Classification of Diseases, version 10
*The Mini International Psychiatric Interview (M.I.N.I)&lt;ref name=&quot;Sheehan1998&quot;&gt;{{cite journal|last1=Sheehan|first1=DV|last2=Lecrubier|first2=Y|last3=Sheehan|first3=KH|last4=Amorim|first4=P|last5=Janavs|first5=J|last6=Weiller|first6=E|last7=Hergueta|first7=T|last8=Baker|first8=R|last9=Dunbar|first9=GC|title=The Mini-International Neuropsychiatric Interview (M.I.N.I.): the development and validation of a structured diagnostic psychiatric interview for DSM-IV and ICD-10.|journal=The Journal of clinical psychiatry|date=1998|volume=59 Suppl 20|pages=22-33;quiz 34-57|pmid=9881538}}&lt;/ref&gt;

=== Screening instruments and diagnostic interviews ===

{| class=&quot;wikitable sortable&quot;
|-
! Measure 
!Format (Reporter)
!Age Range
!Administration/
Completion Time
|-
|[https://osf.io/x9smc Structured Clinical International Diagnostic Interview (SCID-I)]
|Interview
|Adults
|30 minutes-3 hours
|-
|[https://osf.io/h2n9j/?view_only=ec71313a9e844abb977e241b5443f0db Substance Dependence Severity Scale (SDSS)]
|Interview
|16-adult
|30-45 minutes 
|-
|[https://osf.io/7dh4s Global Appraisal of Individual Needs- Initial (GAIN-I) ($1.00 license fee per project for use of Beta version)]
|Interview
|12-adult
|1.5-2.5 hours
|}

'''Note:''' Reliability and validity are included in the extended version [[Evidence-based assessment/Substance use disorder (disorder portfolio)/extended version|here]]. This table includes measures with Good or Excellent ratings.

== [[Evidence based assessment/Prediction phase|'''Prediction phase''']] ==

=== Psychometric properties of screening measures for Substance Use Disorder ===
The following section contains a list of screening and diagnostic instruments for Substance Use Disorder. 
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
|-
! Screening Measure (Primary Reference)
! AUC
! LR+ (Score)
! LR- (Score)
! Clinical Generalizability 
|-
| [https://osf.io/gq86m/?view_only=628c7440cb5e4cbead514916f342a8cf Kessler 6 Screening Scale (K6)] &lt;ref&gt;{{cite journal|last1=Kessler|first1=RC|last2=Green|first2=JG|last3=Gruber|first3=MJ|last4=Sampson|first4=NA|last5=Bromet|first5=E|last6=Cuitan|first6=M|last7=Furukawa|first7=TA|last8=Gureje|first8=O|last9=Hinkov|first9=H|last10=Hu|first10=CY|last11=Lara|first11=C|last12=Lee|first12=S|last13=Mneimneh|first13=Z|last14=Myer|first14=L|last15=Oakley-Browne|first15=M|last16=Posada-Villa|first16=J|last17=Sagar|first17=R|last18=Viana|first18=MC|last19=Zaslavsky|first19=AM|title=Screening for serious mental illness in the general population with the K6 screening scale: results from the WHO World Mental Health (WMH) survey initiative.|journal=International journal of methods in psychiatric research|date=June 2010|volume=19 Suppl 1|pages=4-22|pmid=20527002}}&lt;/ref&gt;&lt;ref&gt;Swartz, J. A., &amp; Lurigio, A. J. (2006). Screening for serious mental illness in populations with co-occurring substance use disorders: Performance of the K6 scale. Journal of substance abuse treatment, 31(3), 287-296&lt;/ref&gt;
| 0.84
(N=41,770)
| 3.96
(13+)
| 0.296 
(0-12)
| High: The sample of 41,770 was drawn from initial surveys that were carried out in 14 countries.
|-
| [https://osf.io/czhgd Alcohol, Smoking and Substance Involvement Screening Test (ASSIST)]&lt;ref&gt;{{cite journal|last1=Humeniuk|first1=R|last2=Ali|first2=R|last3=Babor|first3=TF|last4=Farrell|first4=M|last5=Formigoni|first5=ML|last6=Jittiwutikarn|first6=J|last7=de Lacerda|first7=RB|last8=Ling|first8=W|last9=Marsden|first9=J|last10=Monteiro|first10=M|last11=Nhiwatiwa|first11=S|last12=Pal|first12=H|last13=Poznyak|first13=V|last14=Simon|first14=S|title=Validation of the Alcohol, Smoking And Substance Involvement Screening Test (ASSIST).|journal=Addiction (Abingdon, England)|date=June 2008|volume=103|issue=6|pages=1039-47|pmid=18373724}}&lt;/ref&gt;
| 0.84
(N=1,047)
| 2.76
| 0.28
| High: The sample of 1,047 participants was drawn from drug treatment and primary health care settings in Australia, Brazil, India, Thailand, the United Kingdom, the U.S. and Zimbabwe.
|-
| [https://osf.io/nk5vx/?view_only=348d7f1ee5e741f8a6657233403dda66 Drug Use Disorders Identification Test (DUDIT)]&lt;ref&gt;{{Cite journal|last=Voluse|first=Andrew C.|last2=Gioia|first2=Christopher J.|last3=Sobell|first3=Linda Carter|last4=Dum|first4=Mariam|last5=Sobell|first5=Mark B.|last6=Simco|first6=Edward R.|title=Psychometric properties of the Drug Use Disorders Identification Test (DUDIT) with substance abusers in outpatient and residential treatment|url=https://doi.org/10.1016/j.addbeh.2011.07.030|journal=Addictive Behaviors|volume=37|issue=1|pages=36–41|doi=10.1016/j.addbeh.2011.07.030}}&lt;/ref&gt;
|0.95
(N=153)
| 6
|0.12
| High: 153 participants from outpatient and residential substance use treatment programs
|}

'''Note:''' “LR+” refers to the change in likelihood ratio associated with a positive test score, and “LR-” is the likelihood ratio for a low score. Likelihood ratios of 1 indicate that the test result did not change impressions at all. LRs larger than 10 or smaller than 0.1 are frequently clinically decisive; 5 or 0.2 are helpful, and between 2.0 and 0.5 are small enough that they rarely result in clinically meaningful changes of formulation (Sackett et al., 2000).

''' Search terms''': [substance use OR substance use disorders] AND [sensitivity OR specificity] in Google Scholar and PsycINFO

=='''[[Evidence-based assessment/Prescription phase|Prescription phase]]'''==

===Gold standard diagnostic interviews===

* For a list of broad reaching diagnostic interviews sortable by disorder with PDFs (if applicable), [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prescription_phase&amp;wteswitched=1#Common_Diagnostic_Interviews click here.]

===Recommended diagnostic interviews for (insert portfolio name)===
''&lt;nowiki&gt;****&lt;/nowiki&gt;This table should contain diagnostic interviews that are specific just to the disorder your portfolio focuses on. General or broad reaching diagnostic interviews, like the KSADS, are listed in the link in the section above.''
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
! colspan=&quot;5&quot; |Diagnostic instruments for '''(insert portfolio name)'''
|-
! Measure
! Format (Reporter)
! Age Range
! Administration/
Completion Time
!Where to Access
|-
| Children's Depression Rating Scale - Revised (CDRS-R)
| Structured Interview&lt;ref name=&quot;:4&quot;&gt;{{Cite journal|last=Mayes|first=Taryn L.|last2=Bernstein|first2=Ira H.|last3=Haley|first3=Charlotte L.|last4=Kennard|first4=Betsy D.|last5=Emslie|first5=Graham J.|date=2010-12|title=Psychometric Properties of the Children's Depression Rating Scale–Revised in Adolescents|url=https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3003451/|journal=Journal of Child and Adolescent Psychopharmacology|volume=20|issue=6|pages=513–516|doi=10.1089/cap.2010.0063|issn=1044-5463|pmc=PMC3003451|pmid=21186970}}&lt;/ref&gt;
| 6-12
| 15-20 minutes
|
* Link to purchase [https://www.wpspublish.com/store/p/2703/cdrs-r-children-s-depression-rating-scale-revised#purchase-product CDRS-R]
*[http://www.opapc.com/uploads/documents/CDRS-R.pdf PDF] (excerpt)
|-
| 
| 
| 
| 
|

|-
| 
|
|
|
|
|-
| 
|
| 
| 
|
|}
'''Note:''' Reliability and validity are included in the extended version (link). This table includes measures with Good or Excellent ratings.

== '''[[Evidence-based assessment/Process phase|Process phase]]''' ==
In the United States, according to SAMHSA, of the 8.9 million adults with a dual diagnosis, 44% received some form of treatment in the past year. Given the frequent co-occurrence of mood disorders and substance use disorders, the recommended first step in treatment is for clinicians to deliver a comprehensive screening evaluation that will inform their treatment approach. There are a host of empirically supported treatments for substance use disorders, though medication interventions and psychotherapy are most common. 

=== Medication ===
Specifically, medications have been shown to be most effective in the treatment of alcohol and opioid dependence. Naltrexone (50 mg/day) administered for 12 weeks has been shown to decrease cravings for alcohol and the number of days in which alcohol was consumed.&lt;ref&gt;{{cite journal|last1=Volpicelli|first1=JR|last2=Alterman|first2=AI|last3=Hayashida|first3=M|last4=O'Brien|first4=CP|title=Naltrexone in the treatment of alcohol dependence.|journal=Archives of general psychiatry|date=November 1992|volume=49|issue=11|pages=876-80|pmid=1345133}}&lt;/ref&gt; Disulfiram (250 mg/day), administered for one year, has been shown to help reduce drinking frequency after relapse.&lt;ref&gt;{{cite journal|last1=Chick|first1=J|last2=Gough|first2=K|last3=Falkowski|first3=W|last4=Kershaw|first4=P|last5=Hore|first5=B|last6=Mehta|first6=B|last7=Ritson|first7=B|last8=Ropner|first8=R|last9=Torley|first9=D|title=Disulfiram treatment of alcoholism.|journal=The British journal of psychiatry : the journal of mental science|date=July 1992|volume=161|pages=84-9|pmid=1638335}}&lt;/ref&gt;&lt;ref name=&quot;Fuller1986&quot;&gt;{{cite journal|last1=Fuller|first1=RK|last2=Branchey|first2=L|last3=Brightwell|first3=DR|last4=Derman|first4=RM|last5=Emrick|first5=CD|last6=Iber|first6=FL|last7=James|first7=KE|last8=Lacoursiere|first8=RB|last9=Lee|first9=KK|last10=Lowenstam|first10=I|title=Disulfiram treatment of alcoholism. A Veterans Administration cooperative study.|journal=JAMA|date=19 September 1986|volume=256|issue=11|pages=1449-55|pmid=3528541}}&lt;/ref&gt; In the context of opioid dependence, Methadone has been the gold standard medication treatment for over 30 years. 

According to numerous studies, patients on higher doses of methadone (&gt;50mg/day) report less illicit opioid use, as well as increased retention rates in treatment.&lt;ref&gt;{{cite journal|last1=Farrell|first1=M|last2=Ward|first2=J|last3=Mattick|first3=R|last4=Hall|first4=W|last5=Stimson|first5=G|last6=Des Jarlais|first6=D|last7=Gossop|first7=M|last8=Strang|first8=J|title=Methadone maintenance treatment in opiate dependence: a review.|journal=British Medical Journal|date=1994.|volume=309|issue=6960|page=997}}&lt;/ref&gt; Buprenorphine is an alternative to Methadone to treat opioid dependence and research similarly supports its clinical efficacy. Buprenorphine (60 mg/day) has been shown to bring about improved retention rates, as well as reduced illicit opioid use.

=== Therapy ===

==== Cognitive Behavioral Therapies ====
While medication serves as an effective intervention for some with drug dependence, behavioral interventions are also empirically supported. A number of studies suggest that CBT is an effective intervention for substance use. In a 2010 review, McHugh, Hearon and Otto&lt;ref&gt;{{cite journal|last1=McHugh|first1=RK|last2=Hearon|first2=BA|last3=Otto|first3=MW|title=Cognitive behavioral therapy for substance use disorders.|journal=The Psychiatric clinics of North America|date=September 2010|volume=33|issue=3|pages=511-25|pmid=20599130}}&lt;/ref&gt; found that CBT for substance use, which synthesizes cognitive and motivational elements, as well as skills-building interventions, is effective both as a stand-alone treatment and when combined with other treatments. Acceptance and Commitment Therapy (ACT) has also been used to treat substance-using populations with encouraging results. Specifically, Lanza and Menéndez&lt;ref&gt;{{cite journal|last1=Villagrá Lanza|first1=P|last2=González Menéndez|first2=A|title=Acceptance and Commitment Therapy for drug abuse in incarcerated women.|journal=Psicothema|date=2013|volume=25|issue=3|pages=307-12|pmid=23910743}}&lt;/ref&gt; employed a 16-session ACT in the treatment of incarcerated females. In this population, abstinence rates, as well as anxiety sensitivity and other comorbid psychopathology showed improvement. Another behavior intervention that has been successfully implemented is Mindfulness Therapy for Substance Use.&lt;ref&gt;{{cite journal|last1=Marcus|first1=Marianne T.|last2=Zgierska|first2=Aleksandra|title=Mindfulness-Based Therapies for Substance Use Disorders: Part 1|journal=Substance Abuse|date=27 October 2009|volume=30|issue=4|pages=263–265|doi=10.1080/08897070903250027}}&lt;/ref&gt; Research indicates that this modality is effective across a range of populations through use of methods that help patients to develop nonreactive, acceptance behaviors.

==== Contingency Management ====
One common technique implemented as a treatment method across psychiatric disorders is contingency management, wherein the problematic behavior of the individual is closely monitored and reinforcers are delivered contingent upon detection of a target behavior.&lt;ref&gt;{{cite book|last1=al.]|first1=Scott W. Henggeler ... [et|title=Contingency management for adolescent substance abuse : a practitioner's guide|date=2012|publisher=Guilford Press|location=New York, NY|isbn=1462502474}}&lt;/ref&gt; In the case of substance use, abstinence is monitored via urine screens or other objective methods and the patient is rewarded for abstinence through prizes or vouchers, which are conversely withheld in the event that the patient does not remain abstinent as determined by urine screening or related methods. Recent work has demonstrated that contingency management can be an effective method for delaying time to first use after treatment and achieving short-term sobriety in individuals with substance use disorders. However, the effects of this intervention seem to be contingent upon the magnitude of the reward, and effects are not evident long-term.&lt;ref&gt;{{cite journal|last1=Petry|first1=NM|last2=Alessi|first2=SM|last3=Barry|first3=D|last4=Carroll|first4=KM|title=Standard magnitude prize reinforcers can be as efficacious as larger magnitude reinforcers in cocaine-dependent methadone patients.|journal=Journal of consulting and clinical psychology|date=June 2015|volume=83|issue=3|pages=464-72|pmid=25198284}}&lt;/ref&gt;

==== Motivational Interviewing ====
Motivational Interviewing is a treatment option that seems to be particularly useful for individuals who are ambivalent about changing behavior. This type of intervention requires the therapist to build a collaborative relationship with the patient, using empathic and non-confrontational approaches to help the patient enhance personal motivation to change.&lt;ref&gt;{{cite book|last1=Miller|first1=William R.|last2=Rollnick|first2=Stephen|title=Motivational interviewing : helping people change|date=2013|publisher=Guilford Press|location=New York, NY|isbn=1609182278|edition=3rd}}&lt;/ref&gt; Finally, behavioral activation therapy attempts to address comorbid diagnoses commonly occurring with substance use disorders (i.e., depression) in an attempt to improve outcomes for individuals who may be harder to treat. This technique aims to increase positive reinforcers and decrease intensity and occurrences of negative consequences and life events. This treatment approach has been effective in reducing severity of depression and anxiety symptoms, and increasing enjoyment and reward value of posttreatment activities as compared to treatment as usual.&lt;ref&gt;{{cite journal|last1=Daughters|first1=SB|last2=Braun|first2=AR|last3=Sargeant|first3=MN|last4=Reynolds|first4=EK|last5=Hopko|first5=DR|last6=Blanco|first6=C|last7=Lejuez|first7=CW|title=Effectiveness of a brief behavioral treatment for inner-city illicit drug users with elevated depressive symptoms: the life enhancement treatment for substance use (LETS Act!).|journal=The Journal of clinical psychiatry|date=January 2008|volume=69|issue=1|pages=122-9|pmid=18312046}}&lt;/ref&gt;

== Process and Progress measures ==

==== Clinically significant change benchmarks with common instruments and mood rating scales ====

{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
|-
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:120%&quot; width=&quot;300&quot; | &lt;b&gt; &lt;/b&gt;
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:120%&quot; width=&quot;300&quot; | &lt;b&gt; Cut* Scores&lt;/b&gt;
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:120%&quot; | &lt;b&gt; Critical Change &lt;br&gt; (Unstandardized Scores)&lt;/b&gt;
|-
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:130%;&quot; | &lt;b&gt; Measure&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; A&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; B&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; C&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; 95%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; 90%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; SE&lt;sub&gt;difference&lt;/sub&gt;&lt;/b&gt;
|-
| colspan=&quot;9&quot;  span style=&quot;font-size:110%; text-align:center;&quot; | &lt;b&gt; Benchmarks Based on Published Norms&lt;/b&gt;
|-
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:100%;&quot; | ''[https://osf.io/wn3rb Rutgers Alcohol Problem Index]''&lt;ref name=&quot;Roberts&quot;&gt;{{cite journal|last1=Roberts|first1=LJ|last2=Neal|first2=DJ|last3=Kivlahan|first3=DR|last4=Baer|first4=JS|last5=Marlatt|first5=GA|title=Individual drinking changes following a brief intervention among college students: clinical significance in an indicated preventive context.|journal=Journal of consulting and clinical psychology|date=June 2000|volume=68|issue=3|pages=500-5|pmid=10883566}}&lt;/ref&gt; &lt;ref name=&quot;White1989&quot;&gt;{{cite journal|last1=White|first1=HR|last2=Labouvie|first2=EW|title=Towards the assessment of adolescent problem drinking.|journal=Journal of studies on alcohol|date=January 1989|volume=50|issue=1|pages=30-7|pmid=2927120}}&lt;/ref&gt;
|span style=&quot;text-align:center;font-size:100%;&quot; |0.8
|span style=&quot;text-align:center;font-size:100%;&quot; | 4.9
|span style=&quot;text-align:center;font-size:100%;&quot; | 4.0
|span style=&quot;text-align:center;font-size:100%;&quot; | 4.1
|span style=&quot;text-align:center;font-size:100%;&quot; | 3.5
|span style=&quot;text-align:center;font-size:100%;&quot; | 2.1
|-
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:100%;&quot;| ''[https://osf.io/vudep Alcohol Dependence Scale (ADS)]''&lt;ref name=&quot;Roberts&quot; /&gt; [https://osf.io/vudep (copyrighted)]
|span style=&quot;text-align:center;font-size:100%;&quot; | 1.2
|span style=&quot;text-align:center;font-size:100%;&quot; | 9.9
|span style=&quot;text-align:center;font-size:100%;&quot; | 7.8 
|span style=&quot;text-align:center;font-size:100%;&quot; | 1.4
|span style=&quot;text-align:center;font-size:100%;&quot; | 1.2 
|span style=&quot;text-align:center;font-size:100%;&quot; | 0.7
|-
|colspan=&quot;3&quot; style=&quot;text-align:center;font-size:100%;&quot;| ''[https://osf.io/23mwt/?view_only=1924fe3e90334b11bb1e099a691b2ffb Drug Abuse Screening Test (DAST)]'' &lt;ref&gt;{{cite journal|last1=Skinner|first1=HA|title=The drug abuse screening test.|journal=Addictive behaviors|date=1982|volume=7|issue=4|pages=363-71|pmid=7183189}}&lt;/ref&gt;
|span style=&quot;text-align:center;font-size:100%;&quot; | 0.1
|span style=&quot;text-align:center;font-size:100%;&quot; | 2.6 
|span style=&quot;text-align:center;font-size:100%;&quot; | 1.8
|span style=&quot;text-align:center;font-size:100%;&quot; | 1.6
|span style=&quot;text-align:center;font-size:100%;&quot; | 1.3
|span style=&quot;text-align:center;font-size:100%;&quot; | 0.8
|}

'''Note:''' &quot;A&quot; = Away from the clinical range, &quot;B&quot; = Back into the nonclinical range, &quot;C&quot; = Closer to the nonclinical than clinical mean.

'''Search terms''': [substance use OR substance use disorder] AND [clinical significance OR outcomes] in Google Scholar and PsycINFO

==Web based resources==
* '''[http://www.drugabuse.gov National Institute on Drug Abuse]'''

* '''[http://www.samhsa.gov/treatment/ Substance Abuse and Mental Health Services Administration (SAMHSA)]'''

* '''[http://www.addictionrecoveryguide.org/ The Addiction Recovery Guide]'''

* [http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/drug-and-alcohol-abuse/ EffectiveChildTherapy.Org information on Substance Abuse]

* [https://sccap53.org Society of Clinical Child and Adolescent Psychology]

==References==
{{collapse top|Click Expand for references}}
{{reflist|2}}
# 
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[[Category:Psychological disorder portfolios|{{SUBPAGENAME}}]]</text>
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{{medical disclaimer}}
{{:{{BASEPAGENAME}}/Sidebar}}

==[[Evidence based assessment/Portfolio template/What is a &quot;portfolio&quot;|'''What is a &quot;portfolio?&quot;''']]==
For background information on what assessment portfolios are, click the link in the heading above. 

Want even 'more' information about this topic? There's an extended version of this page [[Evidence-based assessment/Substance use disorder (disorder portfolio)/extended version|here]]. 

== [[Evidence-based assessment/Preparation phase|'''Preparation Phase''']] ==
{{blockquotetop}}
&lt;big&gt;'''Diagnostic Criteria for Substance Use Disorder'''&lt;/big&gt;
&lt;big&gt;'''ICD-11 Diagnostic Criteria for Substance Use Disorder'''&lt;/big&gt;
*Disorders due to substance use and addictive behaviours are mental and behavioural disorders that develop as a result of the use of predominantly psychoactive substances, including medications, or specific repetitive rewarding and reinforcing behaviours.
**Note: The ICD-11 lists 20 additional subcategories of Substance Use Disorder. They can be found [https://icd.who.int/browse11/l-m/en#/http://id.who.int/icd/entity/1602669465 here].
&lt;big&gt;'''DSM Diagnostic Criteria for Substance Use Disorder'''&lt;/big&gt;
*Substance use disorder is a DSM disorder in the Substance-Related and Addictive Disorders chapter. It is characterized by the use of substances in a manner that leads to clinically significant impairment or distress.
* The diagnostic criteria for Substance Use Disorder disorder changed slightly from [[DSM-IV]] to [[w:Diagnostic_and_Statistical_Manual_of_Mental_Disorders#DSM-IV-TR_.282000.29|DSM-5]]. Summaries are available [http://www.dsm5.org/Documents/changes%20from%20dsm-iv-tr%20to%20dsm-5.pdf here].
{{blockquotebottom}}
==Demographic information==
We use &quot;base rates,&quot; or benchmarks from other clinics and settings, to decide what we should be sure to get prepared to assess. 

=== Base rates of SUD in different populations and clinical settings ===
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
|-
! Setting
! Base Rate
! Demography
! Diagnostic Method
|-
| General population of North Carolina, aged 12 or older
| 6.7%
| North Carolina
| National Survey on Drug Use and Health (NSDUH), 2009 to 2013
|-
| 43,093 individuals, 18+ years old collected between 2001 and 2002&lt;ref&gt;Hasin DS, Grant BF. The National Epidemiologic Survey on Alcohol and Related Conditions (NESARC) Waves 1 and 2: review and summary of findings. Soc Psychiatry Psychiatr Epidemiol. 2015 Nov;50(11):1609-40. doi: 10.1007/s00127-015-1088-0. Epub 2015 Jul 26. PMID: 26210739.&lt;/ref&gt;
| 17.8 (0.5) Alcohol Abuse; 12.5 (0.4) Alcohol Dependence; 7.7 (0.2) Drug Abuse; 2.6 (0.1) Drug Dependence
| United States General Adult Population: National Epidemiologic Survey on Alcohol and Related Conditions (NESARC)
(Grant et al., 2007)
| National Institute on Alcohol Abuse and Alcoholism Alcohol Use Disorder and Associated Disabilities Interview Schedule- DSM IV Version (AUDADIS-IV)
|-
| 9,282 adults, 18+ years old ; collected between 2001 and 2003&lt;ref&gt;{{cite journal|last1=Kessler|first1=RC|last2=Green|first2=JG|last3=Gruber|first3=MJ|last4=Sampson|first4=NA|last5=Bromet|first5=E|last6=Cuitan|first6=M|last7=Furukawa|first7=TA|last8=Gureje|first8=O|last9=Hinkov|first9=H|date=June 2010|title=Screening for serious mental illness in the general population with the K6 screening scale: results from the WHO World Mental Health (WMH) survey initiative.|journal=International journal of methods in psychiatric research|volume=19 Suppl 1|pages=4-22|pmid=20527002|last10=Hu|first10=CY|last11=Lara|first11=C|last12=Lee|first12=S|last13=Mneimneh|first13=Z|last14=Myer|first14=L|last15=Oakley-Browne|first15=M|last16=Posada-Villa|first16=J|last17=Sagar|first17=R|last18=Viana|first18=MC|last19=Zaslavsky|first19=AM}}&lt;/ref&gt;
| 13.2 (0.6) Alcohol Abuse; 5.4 (0.3) Alcohol Dependence; 7.9 (0.4) Drug Abuse; 3.0 (0.2) Drug Dependence
| United States General Adult Population: National Comorbidity Survey Replication (NCS-R)
| World Mental Health Survey Initiative Version of the World Health Organization Composite International Diagnostic Interview (WMH-CIDI) which generates DSM-IV and International Classification of Diseases, 10th revision diagnoses
|-
| Urban General Medicine Practice, low-income primary care patients, 75% Hispanic&lt;ref&gt;{{cite journal|last1=Olfson|first1=M|last2=Shea|first2=S|last3=Feder|first3=A|last4=Fuentes|first4=M|last5=Nomura|first5=Y|last6=Gameroff|first6=M|last7=Weissman|first7=MM|date=NaN|title=Prevalence of anxiety, depression, and substance use disorders in an urban general medicine practice.|journal=Archives of family medicine|volume=9|issue=9|pages=876-83|pmid=11031395}}&lt;/ref&gt;
| 7.9%
| New York
| Patient Health Questionnaire
|-
| Incarcerated females&lt;ref&gt;{{cite journal|last1=Teplin|first1=LA|last2=Abram|first2=KM|last3=McClelland|first3=GM|date=June 1996|title=Prevalence of psychiatric disorders among incarcerated women. I. Pretrial jail detainees.|journal=Archives of general psychiatry|volume=53|issue=6|pages=505-12|pmid=8639033}}&lt;/ref&gt;
| 70.2%
| Chicago prison - 40 % African American, 33% White, 25 % Hispanic
| National Institute of Mental Health Diagnostic Interview Schedule Version 11I-R (NIMH DIS-III-R)
|-
|Incarcerated females (updated)

(Proctor 2012)
| 70% dependent
| Minnesota State Prison System- 801 females, 18-58 years old, 57.7% Caucasian, 21.5% African American, 13.2% Native American
|Substance Use Disorder Diagnostic Schedule-IV (SUDDS-IV)
|-
| Incarcerated male youths&lt;ref&gt;{{cite journal|last1=Wasserman|first1=GA|last2=McReynolds|first2=LS|last3=Lucas|first3=CP|last4=Fisher|first4=P|last5=Santos|first5=L|date=March 2002|title=The voice DISC-IV with incarcerated male youths: prevalence of disorder.|journal=Journal of the American Academy of Child and Adolescent Psychiatry|volume=41|issue=3|pages=314-21|pmid=11886026}}&lt;/ref&gt;
| 56.4%
| Texas state prison – 45 % African American, 33% White, 20% Hispanic
|Structured Clinical Interview for DSM IV – Substance Use Disorders Module
|-
| Individuals with schizophrenia across settings&lt;ref&gt;{{cite journal|last1=Regier|first1=DA|last2=Farmer|first2=ME|last3=Rae|first3=DS|last4=Locke|first4=BZ|last5=Keith|first5=SJ|last6=Judd|first6=LL|last7=Goodwin|first7=FK|date=21 November 1990|title=Comorbidity of mental disorders with alcohol and other drug abuse. Results from the Epidemiologic Catchment Area (ECA) Study.|journal=JAMA|volume=264|issue=19|pages=2511-8|pmid=2232018}}&lt;/ref&gt;
| 47%
| New Haven, CT; Baltimore, MD; St. Louis, MO; Durham, NC; Los Angeles, CA
| National Institute of Mental Health (NIMH) Diagnostic Interview Schedule
|-
| HIV+ men in community health clinics&lt;ref&gt;{{cite journal|last1=Dew|first1=MA|last2=Becker|first2=JT|last3=Sanchez|first3=J|last4=Caldararo|first4=R|last5=Lopez|first5=OL|last6=Wess|first6=J|last7=Dorst|first7=SK|last8=Banks|first8=G|date=March 1997|title=Prevalence and predictors of depressive, anxiety and substance use disorders in HIV-infected and uninfected men: a longitudinal evaluation.|journal=Psychological medicine|volume=27|issue=2|pages=395-409|pmid=9089832}}&lt;/ref&gt;
| 24.4%
| Alleghany County, PA
| Structured Clinical Interview for DSM-III-R
|-
| Internal medicine inpatients&lt;ref&gt;{{cite journal|last1=Hansen|first1=MS|last2=Fink|first2=P|last3=Frydenberg|first3=M|last4=Oxhøj|first4=M|last5=Søndergaard|first5=L|last6=Munk-Jørgensen|first6=P|date=April 2001|title=Mental disorders among internal medical inpatients: prevalence, detection, and treatment status.|journal=Journal of psychosomatic research|volume=50|issue=4|pages=199-204|pmid=11369025}}&lt;/ref&gt;
| 10.9%
| Denmark
| Symptom Check List (SCL-8)
|}

==Diagnosis==
=== Recommended diagnostic interviews ===

*Diagnostic Interview Schedule- IV
*Structured Clinical Interview for DSM-IV
*The Psychiatric Research Interview for Substance and Mental Disorders
*International Classification of Diseases, version 10
*The Mini International Psychiatric Interview (M.I.N.I)&lt;ref name=&quot;Sheehan1998&quot;&gt;{{cite journal|last1=Sheehan|first1=DV|last2=Lecrubier|first2=Y|last3=Sheehan|first3=KH|last4=Amorim|first4=P|last5=Janavs|first5=J|last6=Weiller|first6=E|last7=Hergueta|first7=T|last8=Baker|first8=R|last9=Dunbar|first9=GC|title=The Mini-International Neuropsychiatric Interview (M.I.N.I.): the development and validation of a structured diagnostic psychiatric interview for DSM-IV and ICD-10.|journal=The Journal of clinical psychiatry|date=1998|volume=59 Suppl 20|pages=22-33;quiz 34-57|pmid=9881538}}&lt;/ref&gt;

=== Screening instruments and diagnostic interviews ===

{| class=&quot;wikitable sortable&quot;
|-
! Measure 
!Format (Reporter)
!Age Range
!Administration/
Completion Time
|-
|[https://osf.io/x9smc Structured Clinical International Diagnostic Interview (SCID-I)]
|Interview
|Adults
|30 minutes-3 hours
|-
|[https://osf.io/h2n9j/?view_only=ec71313a9e844abb977e241b5443f0db Substance Dependence Severity Scale (SDSS)]
|Interview
|16-adult
|30-45 minutes 
|-
|[https://osf.io/7dh4s Global Appraisal of Individual Needs- Initial (GAIN-I) ($1.00 license fee per project for use of Beta version)]
|Interview
|12-adult
|1.5-2.5 hours
|}

'''Note:''' Reliability and validity are included in the extended version [[Evidence-based assessment/Substance use disorder (disorder portfolio)/extended version|here]]. This table includes measures with Good or Excellent ratings.

== [[Evidence based assessment/Prediction phase|'''Prediction phase''']] ==

=== Psychometric properties of screening measures for Substance Use Disorder ===
The following section contains a list of screening and diagnostic instruments for Substance Use Disorder. 
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
|-
! Screening Measure (Primary Reference)
! AUC
! LR+ (Score)
! LR- (Score)
! Clinical Generalizability 
|-
| [https://osf.io/gq86m/?view_only=628c7440cb5e4cbead514916f342a8cf Kessler 6 Screening Scale (K6)] &lt;ref&gt;{{cite journal|last1=Kessler|first1=RC|last2=Green|first2=JG|last3=Gruber|first3=MJ|last4=Sampson|first4=NA|last5=Bromet|first5=E|last6=Cuitan|first6=M|last7=Furukawa|first7=TA|last8=Gureje|first8=O|last9=Hinkov|first9=H|last10=Hu|first10=CY|last11=Lara|first11=C|last12=Lee|first12=S|last13=Mneimneh|first13=Z|last14=Myer|first14=L|last15=Oakley-Browne|first15=M|last16=Posada-Villa|first16=J|last17=Sagar|first17=R|last18=Viana|first18=MC|last19=Zaslavsky|first19=AM|title=Screening for serious mental illness in the general population with the K6 screening scale: results from the WHO World Mental Health (WMH) survey initiative.|journal=International journal of methods in psychiatric research|date=June 2010|volume=19 Suppl 1|pages=4-22|pmid=20527002}}&lt;/ref&gt;&lt;ref&gt;Swartz, J. A., &amp; Lurigio, A. J. (2006). Screening for serious mental illness in populations with co-occurring substance use disorders: Performance of the K6 scale. Journal of substance abuse treatment, 31(3), 287-296&lt;/ref&gt;
| 0.84
(N=41,770)
| 3.96
(13+)
| 0.296 
(0-12)
| High: The sample of 41,770 was drawn from initial surveys that were carried out in 14 countries.
|-
| [https://osf.io/czhgd Alcohol, Smoking and Substance Involvement Screening Test (ASSIST)]&lt;ref&gt;{{cite journal|last1=Humeniuk|first1=R|last2=Ali|first2=R|last3=Babor|first3=TF|last4=Farrell|first4=M|last5=Formigoni|first5=ML|last6=Jittiwutikarn|first6=J|last7=de Lacerda|first7=RB|last8=Ling|first8=W|last9=Marsden|first9=J|last10=Monteiro|first10=M|last11=Nhiwatiwa|first11=S|last12=Pal|first12=H|last13=Poznyak|first13=V|last14=Simon|first14=S|title=Validation of the Alcohol, Smoking And Substance Involvement Screening Test (ASSIST).|journal=Addiction (Abingdon, England)|date=June 2008|volume=103|issue=6|pages=1039-47|pmid=18373724}}&lt;/ref&gt;
| 0.84
(N=1,047)
| 2.76
| 0.28
| High: The sample of 1,047 participants was drawn from drug treatment and primary health care settings in Australia, Brazil, India, Thailand, the United Kingdom, the U.S. and Zimbabwe.
|-
| [https://osf.io/nk5vx/?view_only=348d7f1ee5e741f8a6657233403dda66 Drug Use Disorders Identification Test (DUDIT)]&lt;ref&gt;{{Cite journal|last=Voluse|first=Andrew C.|last2=Gioia|first2=Christopher J.|last3=Sobell|first3=Linda Carter|last4=Dum|first4=Mariam|last5=Sobell|first5=Mark B.|last6=Simco|first6=Edward R.|title=Psychometric properties of the Drug Use Disorders Identification Test (DUDIT) with substance abusers in outpatient and residential treatment|url=https://doi.org/10.1016/j.addbeh.2011.07.030|journal=Addictive Behaviors|volume=37|issue=1|pages=36–41|doi=10.1016/j.addbeh.2011.07.030}}&lt;/ref&gt;
|0.95
(N=153)
| 6
|0.12
| High: 153 participants from outpatient and residential substance use treatment programs
|}

'''Note:''' “LR+” refers to the change in likelihood ratio associated with a positive test score, and “LR-” is the likelihood ratio for a low score. Likelihood ratios of 1 indicate that the test result did not change impressions at all. LRs larger than 10 or smaller than 0.1 are frequently clinically decisive; 5 or 0.2 are helpful, and between 2.0 and 0.5 are small enough that they rarely result in clinically meaningful changes of formulation (Sackett et al., 2000).

''' Search terms''': [substance use OR substance use disorders] AND [sensitivity OR specificity] in Google Scholar and PsycINFO

=='''[[Evidence-based assessment/Prescription phase|Prescription phase]]'''==

===Gold standard diagnostic interviews===

* For a list of broad reaching diagnostic interviews sortable by disorder with PDFs (if applicable), [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prescription_phase&amp;wteswitched=1#Common_Diagnostic_Interviews click here.]

===Recommended diagnostic interviews for (insert portfolio name)===
''&lt;nowiki&gt;****&lt;/nowiki&gt;This table should contain diagnostic interviews that are specific just to the disorder your portfolio focuses on. General or broad reaching diagnostic interviews, like the KSADS, are listed in the link in the section above.''
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
! colspan=&quot;5&quot; |Diagnostic instruments for '''(insert portfolio name)'''
|-
! Measure
! Format (Reporter)
! Age Range
! Administration/
Completion Time
!Where to Access
|-
| Diagnostic Interview Schedule- IV
|
|
|
|

|-
| Structured Clinical Interview for DSM-IV
|
|
|
|
|-
| The Psychiatric Research Interview for Substance and Mental Disorders
|
|
|
|
|-
|International Classification of Diseases, version 10
|
|
|
|
|-
|The Mini International Psychiatric Interview (M.I.N.I)&lt;ref name=&quot;Sheehan1998&quot; /&gt;
|
|
|
|
|}
'''Note:''' Reliability and validity are included in the extended version (link). This table includes measures with Good or Excellent ratings.

== '''[[Evidence-based assessment/Process phase|Process phase]]''' ==
In the United States, according to SAMHSA, of the 8.9 million adults with a dual diagnosis, 44% received some form of treatment in the past year. Given the frequent co-occurrence of mood disorders and substance use disorders, the recommended first step in treatment is for clinicians to deliver a comprehensive screening evaluation that will inform their treatment approach. There are a host of empirically supported treatments for substance use disorders, though medication interventions and psychotherapy are most common. 

=== Medication ===
Specifically, medications have been shown to be most effective in the treatment of alcohol and opioid dependence. Naltrexone (50 mg/day) administered for 12 weeks has been shown to decrease cravings for alcohol and the number of days in which alcohol was consumed.&lt;ref&gt;{{cite journal|last1=Volpicelli|first1=JR|last2=Alterman|first2=AI|last3=Hayashida|first3=M|last4=O'Brien|first4=CP|title=Naltrexone in the treatment of alcohol dependence.|journal=Archives of general psychiatry|date=November 1992|volume=49|issue=11|pages=876-80|pmid=1345133}}&lt;/ref&gt; Disulfiram (250 mg/day), administered for one year, has been shown to help reduce drinking frequency after relapse.&lt;ref&gt;{{cite journal|last1=Chick|first1=J|last2=Gough|first2=K|last3=Falkowski|first3=W|last4=Kershaw|first4=P|last5=Hore|first5=B|last6=Mehta|first6=B|last7=Ritson|first7=B|last8=Ropner|first8=R|last9=Torley|first9=D|title=Disulfiram treatment of alcoholism.|journal=The British journal of psychiatry : the journal of mental science|date=July 1992|volume=161|pages=84-9|pmid=1638335}}&lt;/ref&gt;&lt;ref name=&quot;Fuller1986&quot;&gt;{{cite journal|last1=Fuller|first1=RK|last2=Branchey|first2=L|last3=Brightwell|first3=DR|last4=Derman|first4=RM|last5=Emrick|first5=CD|last6=Iber|first6=FL|last7=James|first7=KE|last8=Lacoursiere|first8=RB|last9=Lee|first9=KK|last10=Lowenstam|first10=I|title=Disulfiram treatment of alcoholism. A Veterans Administration cooperative study.|journal=JAMA|date=19 September 1986|volume=256|issue=11|pages=1449-55|pmid=3528541}}&lt;/ref&gt; In the context of opioid dependence, Methadone has been the gold standard medication treatment for over 30 years. 

According to numerous studies, patients on higher doses of methadone (&gt;50mg/day) report less illicit opioid use, as well as increased retention rates in treatment.&lt;ref&gt;{{cite journal|last1=Farrell|first1=M|last2=Ward|first2=J|last3=Mattick|first3=R|last4=Hall|first4=W|last5=Stimson|first5=G|last6=Des Jarlais|first6=D|last7=Gossop|first7=M|last8=Strang|first8=J|title=Methadone maintenance treatment in opiate dependence: a review.|journal=British Medical Journal|date=1994.|volume=309|issue=6960|page=997}}&lt;/ref&gt; Buprenorphine is an alternative to Methadone to treat opioid dependence and research similarly supports its clinical efficacy. Buprenorphine (60 mg/day) has been shown to bring about improved retention rates, as well as reduced illicit opioid use.

=== Therapy ===

==== Cognitive Behavioral Therapies ====
While medication serves as an effective intervention for some with drug dependence, behavioral interventions are also empirically supported. A number of studies suggest that CBT is an effective intervention for substance use. In a 2010 review, McHugh, Hearon and Otto&lt;ref&gt;{{cite journal|last1=McHugh|first1=RK|last2=Hearon|first2=BA|last3=Otto|first3=MW|title=Cognitive behavioral therapy for substance use disorders.|journal=The Psychiatric clinics of North America|date=September 2010|volume=33|issue=3|pages=511-25|pmid=20599130}}&lt;/ref&gt; found that CBT for substance use, which synthesizes cognitive and motivational elements, as well as skills-building interventions, is effective both as a stand-alone treatment and when combined with other treatments. Acceptance and Commitment Therapy (ACT) has also been used to treat substance-using populations with encouraging results. Specifically, Lanza and Menéndez&lt;ref&gt;{{cite journal|last1=Villagrá Lanza|first1=P|last2=González Menéndez|first2=A|title=Acceptance and Commitment Therapy for drug abuse in incarcerated women.|journal=Psicothema|date=2013|volume=25|issue=3|pages=307-12|pmid=23910743}}&lt;/ref&gt; employed a 16-session ACT in the treatment of incarcerated females. In this population, abstinence rates, as well as anxiety sensitivity and other comorbid psychopathology showed improvement. Another behavior intervention that has been successfully implemented is Mindfulness Therapy for Substance Use.&lt;ref&gt;{{cite journal|last1=Marcus|first1=Marianne T.|last2=Zgierska|first2=Aleksandra|title=Mindfulness-Based Therapies for Substance Use Disorders: Part 1|journal=Substance Abuse|date=27 October 2009|volume=30|issue=4|pages=263–265|doi=10.1080/08897070903250027}}&lt;/ref&gt; Research indicates that this modality is effective across a range of populations through use of methods that help patients to develop nonreactive, acceptance behaviors.

==== Contingency Management ====
One common technique implemented as a treatment method across psychiatric disorders is contingency management, wherein the problematic behavior of the individual is closely monitored and reinforcers are delivered contingent upon detection of a target behavior.&lt;ref&gt;{{cite book|last1=al.]|first1=Scott W. Henggeler ... [et|title=Contingency management for adolescent substance abuse : a practitioner's guide|date=2012|publisher=Guilford Press|location=New York, NY|isbn=1462502474}}&lt;/ref&gt; In the case of substance use, abstinence is monitored via urine screens or other objective methods and the patient is rewarded for abstinence through prizes or vouchers, which are conversely withheld in the event that the patient does not remain abstinent as determined by urine screening or related methods. Recent work has demonstrated that contingency management can be an effective method for delaying time to first use after treatment and achieving short-term sobriety in individuals with substance use disorders. However, the effects of this intervention seem to be contingent upon the magnitude of the reward, and effects are not evident long-term.&lt;ref&gt;{{cite journal|last1=Petry|first1=NM|last2=Alessi|first2=SM|last3=Barry|first3=D|last4=Carroll|first4=KM|title=Standard magnitude prize reinforcers can be as efficacious as larger magnitude reinforcers in cocaine-dependent methadone patients.|journal=Journal of consulting and clinical psychology|date=June 2015|volume=83|issue=3|pages=464-72|pmid=25198284}}&lt;/ref&gt;

==== Motivational Interviewing ====
Motivational Interviewing is a treatment option that seems to be particularly useful for individuals who are ambivalent about changing behavior. This type of intervention requires the therapist to build a collaborative relationship with the patient, using empathic and non-confrontational approaches to help the patient enhance personal motivation to change.&lt;ref&gt;{{cite book|last1=Miller|first1=William R.|last2=Rollnick|first2=Stephen|title=Motivational interviewing : helping people change|date=2013|publisher=Guilford Press|location=New York, NY|isbn=1609182278|edition=3rd}}&lt;/ref&gt; Finally, behavioral activation therapy attempts to address comorbid diagnoses commonly occurring with substance use disorders (i.e., depression) in an attempt to improve outcomes for individuals who may be harder to treat. This technique aims to increase positive reinforcers and decrease intensity and occurrences of negative consequences and life events. This treatment approach has been effective in reducing severity of depression and anxiety symptoms, and increasing enjoyment and reward value of posttreatment activities as compared to treatment as usual.&lt;ref&gt;{{cite journal|last1=Daughters|first1=SB|last2=Braun|first2=AR|last3=Sargeant|first3=MN|last4=Reynolds|first4=EK|last5=Hopko|first5=DR|last6=Blanco|first6=C|last7=Lejuez|first7=CW|title=Effectiveness of a brief behavioral treatment for inner-city illicit drug users with elevated depressive symptoms: the life enhancement treatment for substance use (LETS Act!).|journal=The Journal of clinical psychiatry|date=January 2008|volume=69|issue=1|pages=122-9|pmid=18312046}}&lt;/ref&gt;

== Process and Progress measures ==

==== Clinically significant change benchmarks with common instruments and mood rating scales ====

{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
|-
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:120%&quot; width=&quot;300&quot; | &lt;b&gt; &lt;/b&gt;
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:120%&quot; width=&quot;300&quot; | &lt;b&gt; Cut* Scores&lt;/b&gt;
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:120%&quot; | &lt;b&gt; Critical Change &lt;br&gt; (Unstandardized Scores)&lt;/b&gt;
|-
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:130%;&quot; | &lt;b&gt; Measure&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; A&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; B&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; C&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; 95%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; 90%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; SE&lt;sub&gt;difference&lt;/sub&gt;&lt;/b&gt;
|-
| colspan=&quot;9&quot;  span style=&quot;font-size:110%; text-align:center;&quot; | &lt;b&gt; Benchmarks Based on Published Norms&lt;/b&gt;
|-
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:100%;&quot; | ''[https://osf.io/wn3rb Rutgers Alcohol Problem Index]''&lt;ref name=&quot;Roberts&quot;&gt;{{cite journal|last1=Roberts|first1=LJ|last2=Neal|first2=DJ|last3=Kivlahan|first3=DR|last4=Baer|first4=JS|last5=Marlatt|first5=GA|title=Individual drinking changes following a brief intervention among college students: clinical significance in an indicated preventive context.|journal=Journal of consulting and clinical psychology|date=June 2000|volume=68|issue=3|pages=500-5|pmid=10883566}}&lt;/ref&gt; &lt;ref name=&quot;White1989&quot;&gt;{{cite journal|last1=White|first1=HR|last2=Labouvie|first2=EW|title=Towards the assessment of adolescent problem drinking.|journal=Journal of studies on alcohol|date=January 1989|volume=50|issue=1|pages=30-7|pmid=2927120}}&lt;/ref&gt;
|span style=&quot;text-align:center;font-size:100%;&quot; |0.8
|span style=&quot;text-align:center;font-size:100%;&quot; | 4.9
|span style=&quot;text-align:center;font-size:100%;&quot; | 4.0
|span style=&quot;text-align:center;font-size:100%;&quot; | 4.1
|span style=&quot;text-align:center;font-size:100%;&quot; | 3.5
|span style=&quot;text-align:center;font-size:100%;&quot; | 2.1
|-
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:100%;&quot;| ''[https://osf.io/vudep Alcohol Dependence Scale (ADS)]''&lt;ref name=&quot;Roberts&quot; /&gt; [https://osf.io/vudep (copyrighted)]
|span style=&quot;text-align:center;font-size:100%;&quot; | 1.2
|span style=&quot;text-align:center;font-size:100%;&quot; | 9.9
|span style=&quot;text-align:center;font-size:100%;&quot; | 7.8 
|span style=&quot;text-align:center;font-size:100%;&quot; | 1.4
|span style=&quot;text-align:center;font-size:100%;&quot; | 1.2 
|span style=&quot;text-align:center;font-size:100%;&quot; | 0.7
|-
|colspan=&quot;3&quot; style=&quot;text-align:center;font-size:100%;&quot;| ''[https://osf.io/23mwt/?view_only=1924fe3e90334b11bb1e099a691b2ffb Drug Abuse Screening Test (DAST)]'' &lt;ref&gt;{{cite journal|last1=Skinner|first1=HA|title=The drug abuse screening test.|journal=Addictive behaviors|date=1982|volume=7|issue=4|pages=363-71|pmid=7183189}}&lt;/ref&gt;
|span style=&quot;text-align:center;font-size:100%;&quot; | 0.1
|span style=&quot;text-align:center;font-size:100%;&quot; | 2.6 
|span style=&quot;text-align:center;font-size:100%;&quot; | 1.8
|span style=&quot;text-align:center;font-size:100%;&quot; | 1.6
|span style=&quot;text-align:center;font-size:100%;&quot; | 1.3
|span style=&quot;text-align:center;font-size:100%;&quot; | 0.8
|}

'''Note:''' &quot;A&quot; = Away from the clinical range, &quot;B&quot; = Back into the nonclinical range, &quot;C&quot; = Closer to the nonclinical than clinical mean.

'''Search terms''': [substance use OR substance use disorder] AND [clinical significance OR outcomes] in Google Scholar and PsycINFO

==Web based resources==
* '''[http://www.drugabuse.gov National Institute on Drug Abuse]'''

* '''[http://www.samhsa.gov/treatment/ Substance Abuse and Mental Health Services Administration (SAMHSA)]'''

* '''[http://www.addictionrecoveryguide.org/ The Addiction Recovery Guide]'''

* [http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/drug-and-alcohol-abuse/ EffectiveChildTherapy.Org information on Substance Abuse]

* [https://sccap53.org Society of Clinical Child and Adolescent Psychology]

==References==
{{collapse top|Click Expand for references}}
{{reflist|2}}
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{{medical disclaimer}}
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==[[Evidence based assessment/Portfolio template/What is a &quot;portfolio&quot;|'''What is a &quot;portfolio?&quot;''']]==
For background information on what assessment portfolios are, click the link in the heading above. 

Want even 'more' information about this topic? There's an extended version of this page [[Evidence-based assessment/Substance use disorder (disorder portfolio)/extended version|here]]. 

== [[Evidence-based assessment/Preparation phase|'''Preparation Phase''']] ==
{{blockquotetop}}
&lt;big&gt;'''Diagnostic Criteria for Substance Use Disorder'''&lt;/big&gt;
&lt;big&gt;'''ICD-11 Diagnostic Criteria for Substance Use Disorder'''&lt;/big&gt;
*Disorders due to substance use and addictive behaviours are mental and behavioural disorders that develop as a result of the use of predominantly psychoactive substances, including medications, or specific repetitive rewarding and reinforcing behaviours.
**Note: The ICD-11 lists 20 additional subcategories of Substance Use Disorder. They can be found [https://icd.who.int/browse11/l-m/en#/http://id.who.int/icd/entity/1602669465 here].
&lt;big&gt;'''DSM Diagnostic Criteria for Substance Use Disorder'''&lt;/big&gt;
*Substance use disorder is a DSM disorder in the Substance-Related and Addictive Disorders chapter. It is characterized by the use of substances in a manner that leads to clinically significant impairment or distress.
* The diagnostic criteria for Substance Use Disorder disorder changed slightly from [[DSM-IV]] to [[w:Diagnostic_and_Statistical_Manual_of_Mental_Disorders#DSM-IV-TR_.282000.29|DSM-5]]. Summaries are available [http://www.dsm5.org/Documents/changes%20from%20dsm-iv-tr%20to%20dsm-5.pdf here].
{{blockquotebottom}}
==Demographic information==
We use &quot;base rates,&quot; or benchmarks from other clinics and settings, to decide what we should be sure to get prepared to assess. 

=== Base rates of SUD in different populations and clinical settings ===
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
|-
! Setting
! Base Rate
! Demography
! Diagnostic Method
|-
| General population of North Carolina, aged 12 or older
| 6.7%
| North Carolina
| National Survey on Drug Use and Health (NSDUH), 2009 to 2013
|-
| 43,093 individuals, 18+ years old collected between 2001 and 2002&lt;ref&gt;Hasin DS, Grant BF. The National Epidemiologic Survey on Alcohol and Related Conditions (NESARC) Waves 1 and 2: review and summary of findings. Soc Psychiatry Psychiatr Epidemiol. 2015 Nov;50(11):1609-40. doi: 10.1007/s00127-015-1088-0. Epub 2015 Jul 26. PMID: 26210739.&lt;/ref&gt;
| 17.8 (0.5) Alcohol Abuse; 12.5 (0.4) Alcohol Dependence; 7.7 (0.2) Drug Abuse; 2.6 (0.1) Drug Dependence
| United States General Adult Population: National Epidemiologic Survey on Alcohol and Related Conditions (NESARC)
(Grant et al., 2007)
| National Institute on Alcohol Abuse and Alcoholism Alcohol Use Disorder and Associated Disabilities Interview Schedule- DSM IV Version (AUDADIS-IV)
|-
| 9,282 adults, 18+ years old ; collected between 2001 and 2003&lt;ref&gt;{{cite journal|last1=Kessler|first1=RC|last2=Green|first2=JG|last3=Gruber|first3=MJ|last4=Sampson|first4=NA|last5=Bromet|first5=E|last6=Cuitan|first6=M|last7=Furukawa|first7=TA|last8=Gureje|first8=O|last9=Hinkov|first9=H|date=June 2010|title=Screening for serious mental illness in the general population with the K6 screening scale: results from the WHO World Mental Health (WMH) survey initiative.|journal=International journal of methods in psychiatric research|volume=19 Suppl 1|pages=4-22|pmid=20527002|last10=Hu|first10=CY|last11=Lara|first11=C|last12=Lee|first12=S|last13=Mneimneh|first13=Z|last14=Myer|first14=L|last15=Oakley-Browne|first15=M|last16=Posada-Villa|first16=J|last17=Sagar|first17=R|last18=Viana|first18=MC|last19=Zaslavsky|first19=AM}}&lt;/ref&gt;
| 13.2 (0.6) Alcohol Abuse; 5.4 (0.3) Alcohol Dependence; 7.9 (0.4) Drug Abuse; 3.0 (0.2) Drug Dependence
| United States General Adult Population: National Comorbidity Survey Replication (NCS-R)
| World Mental Health Survey Initiative Version of the World Health Organization Composite International Diagnostic Interview (WMH-CIDI) which generates DSM-IV and International Classification of Diseases, 10th revision diagnoses
|-
| Urban General Medicine Practice, low-income primary care patients, 75% Hispanic&lt;ref&gt;{{cite journal|last1=Olfson|first1=M|last2=Shea|first2=S|last3=Feder|first3=A|last4=Fuentes|first4=M|last5=Nomura|first5=Y|last6=Gameroff|first6=M|last7=Weissman|first7=MM|date=NaN|title=Prevalence of anxiety, depression, and substance use disorders in an urban general medicine practice.|journal=Archives of family medicine|volume=9|issue=9|pages=876-83|pmid=11031395}}&lt;/ref&gt;
| 7.9%
| New York
| Patient Health Questionnaire
|-
| Incarcerated females&lt;ref&gt;{{cite journal|last1=Teplin|first1=LA|last2=Abram|first2=KM|last3=McClelland|first3=GM|date=June 1996|title=Prevalence of psychiatric disorders among incarcerated women. I. Pretrial jail detainees.|journal=Archives of general psychiatry|volume=53|issue=6|pages=505-12|pmid=8639033}}&lt;/ref&gt;
| 70.2%
| Chicago prison - 40 % African American, 33% White, 25 % Hispanic
| National Institute of Mental Health Diagnostic Interview Schedule Version 11I-R (NIMH DIS-III-R)
|-
|Incarcerated females (updated)

(Proctor 2012)
| 70% dependent
| Minnesota State Prison System- 801 females, 18-58 years old, 57.7% Caucasian, 21.5% African American, 13.2% Native American
|Substance Use Disorder Diagnostic Schedule-IV (SUDDS-IV)
|-
| Incarcerated male youths&lt;ref&gt;{{cite journal|last1=Wasserman|first1=GA|last2=McReynolds|first2=LS|last3=Lucas|first3=CP|last4=Fisher|first4=P|last5=Santos|first5=L|date=March 2002|title=The voice DISC-IV with incarcerated male youths: prevalence of disorder.|journal=Journal of the American Academy of Child and Adolescent Psychiatry|volume=41|issue=3|pages=314-21|pmid=11886026}}&lt;/ref&gt;
| 56.4%
| Texas state prison – 45 % African American, 33% White, 20% Hispanic
|Structured Clinical Interview for DSM IV – Substance Use Disorders Module
|-
| Individuals with schizophrenia across settings&lt;ref&gt;{{cite journal|last1=Regier|first1=DA|last2=Farmer|first2=ME|last3=Rae|first3=DS|last4=Locke|first4=BZ|last5=Keith|first5=SJ|last6=Judd|first6=LL|last7=Goodwin|first7=FK|date=21 November 1990|title=Comorbidity of mental disorders with alcohol and other drug abuse. Results from the Epidemiologic Catchment Area (ECA) Study.|journal=JAMA|volume=264|issue=19|pages=2511-8|pmid=2232018}}&lt;/ref&gt;
| 47%
| New Haven, CT; Baltimore, MD; St. Louis, MO; Durham, NC; Los Angeles, CA
| National Institute of Mental Health (NIMH) Diagnostic Interview Schedule
|-
| HIV+ men in community health clinics&lt;ref&gt;{{cite journal|last1=Dew|first1=MA|last2=Becker|first2=JT|last3=Sanchez|first3=J|last4=Caldararo|first4=R|last5=Lopez|first5=OL|last6=Wess|first6=J|last7=Dorst|first7=SK|last8=Banks|first8=G|date=March 1997|title=Prevalence and predictors of depressive, anxiety and substance use disorders in HIV-infected and uninfected men: a longitudinal evaluation.|journal=Psychological medicine|volume=27|issue=2|pages=395-409|pmid=9089832}}&lt;/ref&gt;
| 24.4%
| Alleghany County, PA
| Structured Clinical Interview for DSM-III-R
|-
| Internal medicine inpatients&lt;ref&gt;{{cite journal|last1=Hansen|first1=MS|last2=Fink|first2=P|last3=Frydenberg|first3=M|last4=Oxhøj|first4=M|last5=Søndergaard|first5=L|last6=Munk-Jørgensen|first6=P|date=April 2001|title=Mental disorders among internal medical inpatients: prevalence, detection, and treatment status.|journal=Journal of psychosomatic research|volume=50|issue=4|pages=199-204|pmid=11369025}}&lt;/ref&gt;
| 10.9%
| Denmark
| Symptom Check List (SCL-8)
|}

==Diagnosis==
=== Recommended diagnostic interviews ===

*Diagnostic Interview Schedule- IV
*Structured Clinical Interview for DSM-IV
*The Psychiatric Research Interview for Substance and Mental Disorders
*International Classification of Diseases, version 10
*The Mini International Psychiatric Interview (M.I.N.I)&lt;ref name=&quot;Sheehan1998&quot;&gt;{{cite journal|last1=Sheehan|first1=DV|last2=Lecrubier|first2=Y|last3=Sheehan|first3=KH|last4=Amorim|first4=P|last5=Janavs|first5=J|last6=Weiller|first6=E|last7=Hergueta|first7=T|last8=Baker|first8=R|last9=Dunbar|first9=GC|title=The Mini-International Neuropsychiatric Interview (M.I.N.I.): the development and validation of a structured diagnostic psychiatric interview for DSM-IV and ICD-10.|journal=The Journal of clinical psychiatry|date=1998|volume=59 Suppl 20|pages=22-33;quiz 34-57|pmid=9881538}}&lt;/ref&gt;

=== Screening instruments and diagnostic interviews ===

{| class=&quot;wikitable sortable&quot;
|-
! Measure 
!Format (Reporter)
!Age Range
!Administration/
Completion Time
|-
|[https://osf.io/x9smc Structured Clinical International Diagnostic Interview (SCID-I)]
|Interview
|Adults
|30 minutes-3 hours
|-
|[https://osf.io/h2n9j/?view_only=ec71313a9e844abb977e241b5443f0db Substance Dependence Severity Scale (SDSS)]
|Interview
|16-adult
|30-45 minutes 
|-
|[https://osf.io/7dh4s Global Appraisal of Individual Needs- Initial (GAIN-I) ($1.00 license fee per project for use of Beta version)]
|Interview
|12-adult
|1.5-2.5 hours
|}

'''Note:''' Reliability and validity are included in the extended version [[Evidence-based assessment/Substance use disorder (disorder portfolio)/extended version|here]]. This table includes measures with Good or Excellent ratings.

== [[Evidence based assessment/Prediction phase|'''Prediction phase''']] ==

=== Psychometric properties of screening measures for Substance Use Disorder ===
The following section contains a list of screening and diagnostic instruments for Substance Use Disorder. 
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
|-
! Screening Measure (Primary Reference)
! AUC
! LR+ (Score)
! LR- (Score)
! Clinical Generalizability 
|-
| [https://osf.io/gq86m/?view_only=628c7440cb5e4cbead514916f342a8cf Kessler 6 Screening Scale (K6)] &lt;ref&gt;{{cite journal|last1=Kessler|first1=RC|last2=Green|first2=JG|last3=Gruber|first3=MJ|last4=Sampson|first4=NA|last5=Bromet|first5=E|last6=Cuitan|first6=M|last7=Furukawa|first7=TA|last8=Gureje|first8=O|last9=Hinkov|first9=H|last10=Hu|first10=CY|last11=Lara|first11=C|last12=Lee|first12=S|last13=Mneimneh|first13=Z|last14=Myer|first14=L|last15=Oakley-Browne|first15=M|last16=Posada-Villa|first16=J|last17=Sagar|first17=R|last18=Viana|first18=MC|last19=Zaslavsky|first19=AM|title=Screening for serious mental illness in the general population with the K6 screening scale: results from the WHO World Mental Health (WMH) survey initiative.|journal=International journal of methods in psychiatric research|date=June 2010|volume=19 Suppl 1|pages=4-22|pmid=20527002}}&lt;/ref&gt;&lt;ref&gt;Swartz, J. A., &amp; Lurigio, A. J. (2006). Screening for serious mental illness in populations with co-occurring substance use disorders: Performance of the K6 scale. Journal of substance abuse treatment, 31(3), 287-296&lt;/ref&gt;
| 0.84
(N=41,770)
| 3.96
(13+)
| 0.296 
(0-12)
| High: The sample of 41,770 was drawn from initial surveys that were carried out in 14 countries.
|-
| [https://osf.io/czhgd Alcohol, Smoking and Substance Involvement Screening Test (ASSIST)]&lt;ref&gt;{{cite journal|last1=Humeniuk|first1=R|last2=Ali|first2=R|last3=Babor|first3=TF|last4=Farrell|first4=M|last5=Formigoni|first5=ML|last6=Jittiwutikarn|first6=J|last7=de Lacerda|first7=RB|last8=Ling|first8=W|last9=Marsden|first9=J|last10=Monteiro|first10=M|last11=Nhiwatiwa|first11=S|last12=Pal|first12=H|last13=Poznyak|first13=V|last14=Simon|first14=S|title=Validation of the Alcohol, Smoking And Substance Involvement Screening Test (ASSIST).|journal=Addiction (Abingdon, England)|date=June 2008|volume=103|issue=6|pages=1039-47|pmid=18373724}}&lt;/ref&gt;
| 0.84
(N=1,047)
| 2.76
| 0.28
| High: The sample of 1,047 participants was drawn from drug treatment and primary health care settings in Australia, Brazil, India, Thailand, the United Kingdom, the U.S. and Zimbabwe.
|-
| [https://osf.io/nk5vx/?view_only=348d7f1ee5e741f8a6657233403dda66 Drug Use Disorders Identification Test (DUDIT)]&lt;ref&gt;{{Cite journal|last=Voluse|first=Andrew C.|last2=Gioia|first2=Christopher J.|last3=Sobell|first3=Linda Carter|last4=Dum|first4=Mariam|last5=Sobell|first5=Mark B.|last6=Simco|first6=Edward R.|title=Psychometric properties of the Drug Use Disorders Identification Test (DUDIT) with substance abusers in outpatient and residential treatment|url=https://doi.org/10.1016/j.addbeh.2011.07.030|journal=Addictive Behaviors|volume=37|issue=1|pages=36–41|doi=10.1016/j.addbeh.2011.07.030}}&lt;/ref&gt;
|0.95
(N=153)
| 6
|0.12
| High: 153 participants from outpatient and residential substance use treatment programs
|}

'''Note:''' “LR+” refers to the change in likelihood ratio associated with a positive test score, and “LR-” is the likelihood ratio for a low score. Likelihood ratios of 1 indicate that the test result did not change impressions at all. LRs larger than 10 or smaller than 0.1 are frequently clinically decisive; 5 or 0.2 are helpful, and between 2.0 and 0.5 are small enough that they rarely result in clinically meaningful changes of formulation (Sackett et al., 2000).

''' Search terms''': [substance use OR substance use disorders] AND [sensitivity OR specificity] in Google Scholar and PsycINFO

=='''[[Evidence-based assessment/Prescription phase|Prescription phase]]'''==

===Gold standard diagnostic interviews===

* For a list of broad reaching diagnostic interviews sortable by disorder with PDFs (if applicable), [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prescription_phase&amp;wteswitched=1#Common_Diagnostic_Interviews click here.]

===Recommended diagnostic interviews for substance use disorder===
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
! colspan=&quot;5&quot; |Diagnostic instruments for '''(insert portfolio name)'''
|-
! Measure
! Format (Reporter)
! Age Range
! Administration/
Completion Time
!Where to Access
|-
| Diagnostic Interview Schedule- IV
|
|
|
|

|-
| Structured Clinical Interview for DSM-IV
|
|
|
|
|-
| The Psychiatric Research Interview for Substance and Mental Disorders
|
|
|
|
|-
|International Classification of Diseases, version 10
|
|
|
|
|-
|The Mini International Psychiatric Interview (M.I.N.I)&lt;ref name=&quot;Sheehan1998&quot; /&gt;
|
|
|
|
|}
'''Note:''' Reliability and validity are included in the extended version (link). This table includes measures with Good or Excellent ratings.

== '''[[Evidence-based assessment/Process phase|Process phase]]''' ==
In the United States, according to SAMHSA, of the 8.9 million adults with a dual diagnosis, 44% received some form of treatment in the past year. Given the frequent co-occurrence of mood disorders and substance use disorders, the recommended first step in treatment is for clinicians to deliver a comprehensive screening evaluation that will inform their treatment approach. There are a host of empirically supported treatments for substance use disorders, though medication interventions and psychotherapy are most common. 

=== Medication ===
Specifically, medications have been shown to be most effective in the treatment of alcohol and opioid dependence. Naltrexone (50 mg/day) administered for 12 weeks has been shown to decrease cravings for alcohol and the number of days in which alcohol was consumed.&lt;ref&gt;{{cite journal|last1=Volpicelli|first1=JR|last2=Alterman|first2=AI|last3=Hayashida|first3=M|last4=O'Brien|first4=CP|title=Naltrexone in the treatment of alcohol dependence.|journal=Archives of general psychiatry|date=November 1992|volume=49|issue=11|pages=876-80|pmid=1345133}}&lt;/ref&gt; Disulfiram (250 mg/day), administered for one year, has been shown to help reduce drinking frequency after relapse.&lt;ref&gt;{{cite journal|last1=Chick|first1=J|last2=Gough|first2=K|last3=Falkowski|first3=W|last4=Kershaw|first4=P|last5=Hore|first5=B|last6=Mehta|first6=B|last7=Ritson|first7=B|last8=Ropner|first8=R|last9=Torley|first9=D|title=Disulfiram treatment of alcoholism.|journal=The British journal of psychiatry : the journal of mental science|date=July 1992|volume=161|pages=84-9|pmid=1638335}}&lt;/ref&gt;&lt;ref name=&quot;Fuller1986&quot;&gt;{{cite journal|last1=Fuller|first1=RK|last2=Branchey|first2=L|last3=Brightwell|first3=DR|last4=Derman|first4=RM|last5=Emrick|first5=CD|last6=Iber|first6=FL|last7=James|first7=KE|last8=Lacoursiere|first8=RB|last9=Lee|first9=KK|last10=Lowenstam|first10=I|title=Disulfiram treatment of alcoholism. A Veterans Administration cooperative study.|journal=JAMA|date=19 September 1986|volume=256|issue=11|pages=1449-55|pmid=3528541}}&lt;/ref&gt; In the context of opioid dependence, Methadone has been the gold standard medication treatment for over 30 years. 

According to numerous studies, patients on higher doses of methadone (&gt;50mg/day) report less illicit opioid use, as well as increased retention rates in treatment.&lt;ref&gt;{{cite journal|last1=Farrell|first1=M|last2=Ward|first2=J|last3=Mattick|first3=R|last4=Hall|first4=W|last5=Stimson|first5=G|last6=Des Jarlais|first6=D|last7=Gossop|first7=M|last8=Strang|first8=J|title=Methadone maintenance treatment in opiate dependence: a review.|journal=British Medical Journal|date=1994.|volume=309|issue=6960|page=997}}&lt;/ref&gt; Buprenorphine is an alternative to Methadone to treat opioid dependence and research similarly supports its clinical efficacy. Buprenorphine (60 mg/day) has been shown to bring about improved retention rates, as well as reduced illicit opioid use.

=== Therapy ===

==== Cognitive Behavioral Therapies ====
While medication serves as an effective intervention for some with drug dependence, behavioral interventions are also empirically supported. A number of studies suggest that CBT is an effective intervention for substance use. In a 2010 review, McHugh, Hearon and Otto&lt;ref&gt;{{cite journal|last1=McHugh|first1=RK|last2=Hearon|first2=BA|last3=Otto|first3=MW|title=Cognitive behavioral therapy for substance use disorders.|journal=The Psychiatric clinics of North America|date=September 2010|volume=33|issue=3|pages=511-25|pmid=20599130}}&lt;/ref&gt; found that CBT for substance use, which synthesizes cognitive and motivational elements, as well as skills-building interventions, is effective both as a stand-alone treatment and when combined with other treatments. Acceptance and Commitment Therapy (ACT) has also been used to treat substance-using populations with encouraging results. Specifically, Lanza and Menéndez&lt;ref&gt;{{cite journal|last1=Villagrá Lanza|first1=P|last2=González Menéndez|first2=A|title=Acceptance and Commitment Therapy for drug abuse in incarcerated women.|journal=Psicothema|date=2013|volume=25|issue=3|pages=307-12|pmid=23910743}}&lt;/ref&gt; employed a 16-session ACT in the treatment of incarcerated females. In this population, abstinence rates, as well as anxiety sensitivity and other comorbid psychopathology showed improvement. Another behavior intervention that has been successfully implemented is Mindfulness Therapy for Substance Use.&lt;ref&gt;{{cite journal|last1=Marcus|first1=Marianne T.|last2=Zgierska|first2=Aleksandra|title=Mindfulness-Based Therapies for Substance Use Disorders: Part 1|journal=Substance Abuse|date=27 October 2009|volume=30|issue=4|pages=263–265|doi=10.1080/08897070903250027}}&lt;/ref&gt; Research indicates that this modality is effective across a range of populations through use of methods that help patients to develop nonreactive, acceptance behaviors.

==== Contingency Management ====
One common technique implemented as a treatment method across psychiatric disorders is contingency management, wherein the problematic behavior of the individual is closely monitored and reinforcers are delivered contingent upon detection of a target behavior.&lt;ref&gt;{{cite book|last1=al.]|first1=Scott W. Henggeler ... [et|title=Contingency management for adolescent substance abuse : a practitioner's guide|date=2012|publisher=Guilford Press|location=New York, NY|isbn=1462502474}}&lt;/ref&gt; In the case of substance use, abstinence is monitored via urine screens or other objective methods and the patient is rewarded for abstinence through prizes or vouchers, which are conversely withheld in the event that the patient does not remain abstinent as determined by urine screening or related methods. Recent work has demonstrated that contingency management can be an effective method for delaying time to first use after treatment and achieving short-term sobriety in individuals with substance use disorders. However, the effects of this intervention seem to be contingent upon the magnitude of the reward, and effects are not evident long-term.&lt;ref&gt;{{cite journal|last1=Petry|first1=NM|last2=Alessi|first2=SM|last3=Barry|first3=D|last4=Carroll|first4=KM|title=Standard magnitude prize reinforcers can be as efficacious as larger magnitude reinforcers in cocaine-dependent methadone patients.|journal=Journal of consulting and clinical psychology|date=June 2015|volume=83|issue=3|pages=464-72|pmid=25198284}}&lt;/ref&gt;

==== Motivational Interviewing ====
Motivational Interviewing is a treatment option that seems to be particularly useful for individuals who are ambivalent about changing behavior. This type of intervention requires the therapist to build a collaborative relationship with the patient, using empathic and non-confrontational approaches to help the patient enhance personal motivation to change.&lt;ref&gt;{{cite book|last1=Miller|first1=William R.|last2=Rollnick|first2=Stephen|title=Motivational interviewing : helping people change|date=2013|publisher=Guilford Press|location=New York, NY|isbn=1609182278|edition=3rd}}&lt;/ref&gt; Finally, behavioral activation therapy attempts to address comorbid diagnoses commonly occurring with substance use disorders (i.e., depression) in an attempt to improve outcomes for individuals who may be harder to treat. This technique aims to increase positive reinforcers and decrease intensity and occurrences of negative consequences and life events. This treatment approach has been effective in reducing severity of depression and anxiety symptoms, and increasing enjoyment and reward value of posttreatment activities as compared to treatment as usual.&lt;ref&gt;{{cite journal|last1=Daughters|first1=SB|last2=Braun|first2=AR|last3=Sargeant|first3=MN|last4=Reynolds|first4=EK|last5=Hopko|first5=DR|last6=Blanco|first6=C|last7=Lejuez|first7=CW|title=Effectiveness of a brief behavioral treatment for inner-city illicit drug users with elevated depressive symptoms: the life enhancement treatment for substance use (LETS Act!).|journal=The Journal of clinical psychiatry|date=January 2008|volume=69|issue=1|pages=122-9|pmid=18312046}}&lt;/ref&gt;

== Process and Progress measures ==

==== Clinically significant change benchmarks with common instruments and mood rating scales ====

{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
|-
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:120%&quot; width=&quot;300&quot; | &lt;b&gt; &lt;/b&gt;
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:120%&quot; width=&quot;300&quot; | &lt;b&gt; Cut* Scores&lt;/b&gt;
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:120%&quot; | &lt;b&gt; Critical Change &lt;br&gt; (Unstandardized Scores)&lt;/b&gt;
|-
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:130%;&quot; | &lt;b&gt; Measure&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; A&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; B&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; C&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; 95%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; 90%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; SE&lt;sub&gt;difference&lt;/sub&gt;&lt;/b&gt;
|-
| colspan=&quot;9&quot;  span style=&quot;font-size:110%; text-align:center;&quot; | &lt;b&gt; Benchmarks Based on Published Norms&lt;/b&gt;
|-
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:100%;&quot; | ''[https://osf.io/wn3rb Rutgers Alcohol Problem Index]''&lt;ref name=&quot;Roberts&quot;&gt;{{cite journal|last1=Roberts|first1=LJ|last2=Neal|first2=DJ|last3=Kivlahan|first3=DR|last4=Baer|first4=JS|last5=Marlatt|first5=GA|title=Individual drinking changes following a brief intervention among college students: clinical significance in an indicated preventive context.|journal=Journal of consulting and clinical psychology|date=June 2000|volume=68|issue=3|pages=500-5|pmid=10883566}}&lt;/ref&gt; &lt;ref name=&quot;White1989&quot;&gt;{{cite journal|last1=White|first1=HR|last2=Labouvie|first2=EW|title=Towards the assessment of adolescent problem drinking.|journal=Journal of studies on alcohol|date=January 1989|volume=50|issue=1|pages=30-7|pmid=2927120}}&lt;/ref&gt;
|span style=&quot;text-align:center;font-size:100%;&quot; |0.8
|span style=&quot;text-align:center;font-size:100%;&quot; | 4.9
|span style=&quot;text-align:center;font-size:100%;&quot; | 4.0
|span style=&quot;text-align:center;font-size:100%;&quot; | 4.1
|span style=&quot;text-align:center;font-size:100%;&quot; | 3.5
|span style=&quot;text-align:center;font-size:100%;&quot; | 2.1
|-
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:100%;&quot;| ''[https://osf.io/vudep Alcohol Dependence Scale (ADS)]''&lt;ref name=&quot;Roberts&quot; /&gt; [https://osf.io/vudep (copyrighted)]
|span style=&quot;text-align:center;font-size:100%;&quot; | 1.2
|span style=&quot;text-align:center;font-size:100%;&quot; | 9.9
|span style=&quot;text-align:center;font-size:100%;&quot; | 7.8 
|span style=&quot;text-align:center;font-size:100%;&quot; | 1.4
|span style=&quot;text-align:center;font-size:100%;&quot; | 1.2 
|span style=&quot;text-align:center;font-size:100%;&quot; | 0.7
|-
|colspan=&quot;3&quot; style=&quot;text-align:center;font-size:100%;&quot;| ''[https://osf.io/23mwt/?view_only=1924fe3e90334b11bb1e099a691b2ffb Drug Abuse Screening Test (DAST)]'' &lt;ref&gt;{{cite journal|last1=Skinner|first1=HA|title=The drug abuse screening test.|journal=Addictive behaviors|date=1982|volume=7|issue=4|pages=363-71|pmid=7183189}}&lt;/ref&gt;
|span style=&quot;text-align:center;font-size:100%;&quot; | 0.1
|span style=&quot;text-align:center;font-size:100%;&quot; | 2.6 
|span style=&quot;text-align:center;font-size:100%;&quot; | 1.8
|span style=&quot;text-align:center;font-size:100%;&quot; | 1.6
|span style=&quot;text-align:center;font-size:100%;&quot; | 1.3
|span style=&quot;text-align:center;font-size:100%;&quot; | 0.8
|}

'''Note:''' &quot;A&quot; = Away from the clinical range, &quot;B&quot; = Back into the nonclinical range, &quot;C&quot; = Closer to the nonclinical than clinical mean.

'''Search terms''': [substance use OR substance use disorder] AND [clinical significance OR outcomes] in Google Scholar and PsycINFO

==Web based resources==
* '''[http://www.drugabuse.gov National Institute on Drug Abuse]'''

* '''[http://www.samhsa.gov/treatment/ Substance Abuse and Mental Health Services Administration (SAMHSA)]'''

* '''[http://www.addictionrecoveryguide.org/ The Addiction Recovery Guide]'''

* [http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/drug-and-alcohol-abuse/ EffectiveChildTherapy.Org information on Substance Abuse]

* [https://sccap53.org Society of Clinical Child and Adolescent Psychology]

==References==
{{collapse top|Click Expand for references}}
{{reflist|2}}
# 
{{collapse bottom}}
[[Category:Psychological disorder portfolios|{{SUBPAGENAME}}]]</text>
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{{medical disclaimer}}
{{:{{BASEPAGENAME}}/Sidebar}}

==[[Evidence based assessment/Portfolio template/What is a &quot;portfolio&quot;|'''What is a &quot;portfolio?&quot;''']]==
For background information on what assessment portfolios are, click the link in the heading above. 

Want even 'more' information about this topic? There's an extended version of this page [[Evidence-based assessment/Substance use disorder (disorder portfolio)/extended version|here]]. 

== [[Evidence-based assessment/Preparation phase|'''Preparation Phase''']] ==
{{blockquotetop}}
&lt;big&gt;'''Diagnostic Criteria for Substance Use Disorder'''&lt;/big&gt;
&lt;big&gt;'''ICD-11 Diagnostic Criteria for Substance Use Disorder'''&lt;/big&gt;
*Disorders due to substance use and addictive behaviours are mental and behavioural disorders that develop as a result of the use of predominantly psychoactive substances, including medications, or specific repetitive rewarding and reinforcing behaviours.
**Note: The ICD-11 lists 20 additional subcategories of Substance Use Disorder. They can be found [https://icd.who.int/browse11/l-m/en#/http://id.who.int/icd/entity/1602669465 here].
&lt;big&gt;'''DSM Diagnostic Criteria for Substance Use Disorder'''&lt;/big&gt;
*Substance use disorder is a DSM disorder in the Substance-Related and Addictive Disorders chapter. It is characterized by the use of substances in a manner that leads to clinically significant impairment or distress.
* The diagnostic criteria for Substance Use Disorder disorder changed slightly from [[DSM-IV]] to [[w:Diagnostic_and_Statistical_Manual_of_Mental_Disorders#DSM-IV-TR_.282000.29|DSM-5]]. Summaries are available [http://www.dsm5.org/Documents/changes%20from%20dsm-iv-tr%20to%20dsm-5.pdf here].
{{blockquotebottom}}
=== Base rates of SUD in different populations and clinical settings ===
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
|-
! Setting
! Base Rate
! Demography
! Diagnostic Method
|-
| General population of North Carolina, aged 12 or older
| 6.7%
| North Carolina
| National Survey on Drug Use and Health (NSDUH), 2009 to 2013
|-
| 43,093 individuals, 18+ years old collected between 2001 and 2002&lt;ref&gt;Hasin DS, Grant BF. The National Epidemiologic Survey on Alcohol and Related Conditions (NESARC) Waves 1 and 2: review and summary of findings. Soc Psychiatry Psychiatr Epidemiol. 2015 Nov;50(11):1609-40. doi: 10.1007/s00127-015-1088-0. Epub 2015 Jul 26. PMID: 26210739.&lt;/ref&gt;
| 17.8 (0.5) Alcohol Abuse; 12.5 (0.4) Alcohol Dependence; 7.7 (0.2) Drug Abuse; 2.6 (0.1) Drug Dependence
| United States General Adult Population: National Epidemiologic Survey on Alcohol and Related Conditions (NESARC)
(Grant et al., 2007)
| National Institute on Alcohol Abuse and Alcoholism Alcohol Use Disorder and Associated Disabilities Interview Schedule- DSM IV Version (AUDADIS-IV)
|-
| 9,282 adults, 18+ years old ; collected between 2001 and 2003&lt;ref&gt;{{cite journal|last1=Kessler|first1=RC|last2=Green|first2=JG|last3=Gruber|first3=MJ|last4=Sampson|first4=NA|last5=Bromet|first5=E|last6=Cuitan|first6=M|last7=Furukawa|first7=TA|last8=Gureje|first8=O|last9=Hinkov|first9=H|date=June 2010|title=Screening for serious mental illness in the general population with the K6 screening scale: results from the WHO World Mental Health (WMH) survey initiative.|journal=International journal of methods in psychiatric research|volume=19 Suppl 1|pages=4-22|pmid=20527002|last10=Hu|first10=CY|last11=Lara|first11=C|last12=Lee|first12=S|last13=Mneimneh|first13=Z|last14=Myer|first14=L|last15=Oakley-Browne|first15=M|last16=Posada-Villa|first16=J|last17=Sagar|first17=R|last18=Viana|first18=MC|last19=Zaslavsky|first19=AM}}&lt;/ref&gt;
| 13.2 (0.6) Alcohol Abuse; 5.4 (0.3) Alcohol Dependence; 7.9 (0.4) Drug Abuse; 3.0 (0.2) Drug Dependence
| United States General Adult Population: National Comorbidity Survey Replication (NCS-R)
| World Mental Health Survey Initiative Version of the World Health Organization Composite International Diagnostic Interview (WMH-CIDI) which generates DSM-IV and International Classification of Diseases, 10th revision diagnoses
|-
| Urban General Medicine Practice, low-income primary care patients, 75% Hispanic&lt;ref&gt;{{cite journal|last1=Olfson|first1=M|last2=Shea|first2=S|last3=Feder|first3=A|last4=Fuentes|first4=M|last5=Nomura|first5=Y|last6=Gameroff|first6=M|last7=Weissman|first7=MM|date=NaN|title=Prevalence of anxiety, depression, and substance use disorders in an urban general medicine practice.|journal=Archives of family medicine|volume=9|issue=9|pages=876-83|pmid=11031395}}&lt;/ref&gt;
| 7.9%
| New York
| Patient Health Questionnaire
|-
| Incarcerated females&lt;ref&gt;{{cite journal|last1=Teplin|first1=LA|last2=Abram|first2=KM|last3=McClelland|first3=GM|date=June 1996|title=Prevalence of psychiatric disorders among incarcerated women. I. Pretrial jail detainees.|journal=Archives of general psychiatry|volume=53|issue=6|pages=505-12|pmid=8639033}}&lt;/ref&gt;
| 70.2%
| Chicago prison - 40 % African American, 33% White, 25 % Hispanic
| National Institute of Mental Health Diagnostic Interview Schedule Version 11I-R (NIMH DIS-III-R)
|-
|Incarcerated females (updated)

(Proctor 2012)
| 70% dependent
| Minnesota State Prison System- 801 females, 18-58 years old, 57.7% Caucasian, 21.5% African American, 13.2% Native American
|Substance Use Disorder Diagnostic Schedule-IV (SUDDS-IV)
|-
| Incarcerated male youths&lt;ref&gt;{{cite journal|last1=Wasserman|first1=GA|last2=McReynolds|first2=LS|last3=Lucas|first3=CP|last4=Fisher|first4=P|last5=Santos|first5=L|date=March 2002|title=The voice DISC-IV with incarcerated male youths: prevalence of disorder.|journal=Journal of the American Academy of Child and Adolescent Psychiatry|volume=41|issue=3|pages=314-21|pmid=11886026}}&lt;/ref&gt;
| 56.4%
| Texas state prison – 45 % African American, 33% White, 20% Hispanic
|Structured Clinical Interview for DSM IV – Substance Use Disorders Module
|-
| Individuals with schizophrenia across settings&lt;ref&gt;{{cite journal|last1=Regier|first1=DA|last2=Farmer|first2=ME|last3=Rae|first3=DS|last4=Locke|first4=BZ|last5=Keith|first5=SJ|last6=Judd|first6=LL|last7=Goodwin|first7=FK|date=21 November 1990|title=Comorbidity of mental disorders with alcohol and other drug abuse. Results from the Epidemiologic Catchment Area (ECA) Study.|journal=JAMA|volume=264|issue=19|pages=2511-8|pmid=2232018}}&lt;/ref&gt;
| 47%
| New Haven, CT; Baltimore, MD; St. Louis, MO; Durham, NC; Los Angeles, CA
| National Institute of Mental Health (NIMH) Diagnostic Interview Schedule
|-
| HIV+ men in community health clinics&lt;ref&gt;{{cite journal|last1=Dew|first1=MA|last2=Becker|first2=JT|last3=Sanchez|first3=J|last4=Caldararo|first4=R|last5=Lopez|first5=OL|last6=Wess|first6=J|last7=Dorst|first7=SK|last8=Banks|first8=G|date=March 1997|title=Prevalence and predictors of depressive, anxiety and substance use disorders in HIV-infected and uninfected men: a longitudinal evaluation.|journal=Psychological medicine|volume=27|issue=2|pages=395-409|pmid=9089832}}&lt;/ref&gt;
| 24.4%
| Alleghany County, PA
| Structured Clinical Interview for DSM-III-R
|-
| Internal medicine inpatients&lt;ref&gt;{{cite journal|last1=Hansen|first1=MS|last2=Fink|first2=P|last3=Frydenberg|first3=M|last4=Oxhøj|first4=M|last5=Søndergaard|first5=L|last6=Munk-Jørgensen|first6=P|date=April 2001|title=Mental disorders among internal medical inpatients: prevalence, detection, and treatment status.|journal=Journal of psychosomatic research|volume=50|issue=4|pages=199-204|pmid=11369025}}&lt;/ref&gt;
| 10.9%
| Denmark
| Symptom Check List (SCL-8)
|}

==Diagnosis==
=== Recommended diagnostic interviews ===

*Diagnostic Interview Schedule- IV
*Structured Clinical Interview for DSM-IV
*The Psychiatric Research Interview for Substance and Mental Disorders
*International Classification of Diseases, version 10
*The Mini International Psychiatric Interview (M.I.N.I)&lt;ref name=&quot;Sheehan1998&quot;&gt;{{cite journal|last1=Sheehan|first1=DV|last2=Lecrubier|first2=Y|last3=Sheehan|first3=KH|last4=Amorim|first4=P|last5=Janavs|first5=J|last6=Weiller|first6=E|last7=Hergueta|first7=T|last8=Baker|first8=R|last9=Dunbar|first9=GC|title=The Mini-International Neuropsychiatric Interview (M.I.N.I.): the development and validation of a structured diagnostic psychiatric interview for DSM-IV and ICD-10.|journal=The Journal of clinical psychiatry|date=1998|volume=59 Suppl 20|pages=22-33;quiz 34-57|pmid=9881538}}&lt;/ref&gt;

=== Screening instruments and diagnostic interviews ===

{| class=&quot;wikitable sortable&quot;
|-
! Measure 
!Format (Reporter)
!Age Range
!Administration/
Completion Time
|-
|[https://osf.io/x9smc Structured Clinical International Diagnostic Interview (SCID-I)]
|Interview
|Adults
|30 minutes-3 hours
|-
|[https://osf.io/h2n9j/?view_only=ec71313a9e844abb977e241b5443f0db Substance Dependence Severity Scale (SDSS)]
|Interview
|16-adult
|30-45 minutes 
|-
|[https://osf.io/7dh4s Global Appraisal of Individual Needs- Initial (GAIN-I) ($1.00 license fee per project for use of Beta version)]
|Interview
|12-adult
|1.5-2.5 hours
|}

'''Note:''' Reliability and validity are included in the extended version [[Evidence-based assessment/Substance use disorder (disorder portfolio)/extended version|here]]. This table includes measures with Good or Excellent ratings.

== [[Evidence based assessment/Prediction phase|'''Prediction phase''']] ==

=== Psychometric properties of screening measures for Substance Use Disorder ===
The following section contains a list of screening and diagnostic instruments for Substance Use Disorder.  
 
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
|-
! Screening Measure (Primary Reference)
! AUC
! LR+ (Score)
! LR- (Score)
! Clinical Generalizability 
|-
| [https://osf.io/gq86m/?view_only=628c7440cb5e4cbead514916f342a8cf Kessler 6 Screening Scale (K6)] &lt;ref&gt;{{cite journal|last1=Kessler|first1=RC|last2=Green|first2=JG|last3=Gruber|first3=MJ|last4=Sampson|first4=NA|last5=Bromet|first5=E|last6=Cuitan|first6=M|last7=Furukawa|first7=TA|last8=Gureje|first8=O|last9=Hinkov|first9=H|last10=Hu|first10=CY|last11=Lara|first11=C|last12=Lee|first12=S|last13=Mneimneh|first13=Z|last14=Myer|first14=L|last15=Oakley-Browne|first15=M|last16=Posada-Villa|first16=J|last17=Sagar|first17=R|last18=Viana|first18=MC|last19=Zaslavsky|first19=AM|title=Screening for serious mental illness in the general population with the K6 screening scale: results from the WHO World Mental Health (WMH) survey initiative.|journal=International journal of methods in psychiatric research|date=June 2010|volume=19 Suppl 1|pages=4-22|pmid=20527002}}&lt;/ref&gt;&lt;ref&gt;Swartz, J. A., &amp; Lurigio, A. J. (2006). Screening for serious mental illness in populations with co-occurring substance use disorders: Performance of the K6 scale. Journal of substance abuse treatment, 31(3), 287-296&lt;/ref&gt;
| 0.84
(N=41,770)
| 3.96
(13+)
| 0.296 
(0-12)
| High: The sample of 41,770 was drawn from initial surveys that were carried out in 14 countries.
|-
| [https://osf.io/czhgd Alcohol, Smoking and Substance Involvement Screening Test (ASSIST)]&lt;ref&gt;{{cite journal|last1=Humeniuk|first1=R|last2=Ali|first2=R|last3=Babor|first3=TF|last4=Farrell|first4=M|last5=Formigoni|first5=ML|last6=Jittiwutikarn|first6=J|last7=de Lacerda|first7=RB|last8=Ling|first8=W|last9=Marsden|first9=J|last10=Monteiro|first10=M|last11=Nhiwatiwa|first11=S|last12=Pal|first12=H|last13=Poznyak|first13=V|last14=Simon|first14=S|title=Validation of the Alcohol, Smoking And Substance Involvement Screening Test (ASSIST).|journal=Addiction (Abingdon, England)|date=June 2008|volume=103|issue=6|pages=1039-47|pmid=18373724}}&lt;/ref&gt;
| 0.84
(N=1,047)
| 2.76
| 0.28
| High: The sample of 1,047 participants was drawn from drug treatment and primary health care settings in Australia, Brazil, India, Thailand, the United Kingdom, the U.S. and Zimbabwe.
|-
| [https://osf.io/nk5vx/?view_only=348d7f1ee5e741f8a6657233403dda66 Drug Use Disorders Identification Test (DUDIT)]&lt;ref&gt;{{Cite journal|last=Voluse|first=Andrew C.|last2=Gioia|first2=Christopher J.|last3=Sobell|first3=Linda Carter|last4=Dum|first4=Mariam|last5=Sobell|first5=Mark B.|last6=Simco|first6=Edward R.|title=Psychometric properties of the Drug Use Disorders Identification Test (DUDIT) with substance abusers in outpatient and residential treatment|url=https://doi.org/10.1016/j.addbeh.2011.07.030|journal=Addictive Behaviors|volume=37|issue=1|pages=36–41|doi=10.1016/j.addbeh.2011.07.030}}&lt;/ref&gt;
|0.95
(N=153)
| 6
|0.12
| High: 153 participants from outpatient and residential substance use treatment programs
|}

'''Note:''' “LR+” refers to the change in likelihood ratio associated with a positive test score, and “LR-” is the likelihood ratio for a low score. Likelihood ratios of 1 indicate that the test result did not change impressions at all. LRs larger than 10 or smaller than 0.1 are frequently clinically decisive; 5 or 0.2 are helpful, and between 2.0 and 0.5 are small enough that they rarely result in clinically meaningful changes of formulation (Sackett et al., 2000).

''' Search terms''': [substance use OR substance use disorders] AND [sensitivity OR specificity] in Google Scholar and PsycINFO

=='''[[Evidence-based assessment/Prescription phase|Prescription phase]]'''==

===Gold standard diagnostic interviews===

* For a list of broad reaching diagnostic interviews sortable by disorder with PDFs (if applicable), [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prescription_phase&amp;wteswitched=1#Common_Diagnostic_Interviews click here.]

===Recommended diagnostic interviews for substance use disorder===
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
! colspan=&quot;5&quot; |Diagnostic instruments for '''(insert portfolio name)'''
|-
! Measure
! Format (Reporter)
! Age Range
! Administration/
Completion Time
!Where to Access
|-
| Diagnostic Interview Schedule- IV
|
|
|
|

|-
| Structured Clinical Interview for DSM-IV
|
|
|
|
|-
| The Psychiatric Research Interview for Substance and Mental Disorders
|
|
|
|
|-
|International Classification of Diseases, version 10
|
|
|
|
|-
|The Mini International Psychiatric Interview (M.I.N.I)&lt;ref name=&quot;Sheehan1998&quot; /&gt;
|
|
|
|
|}
'''Note:''' Reliability and validity are included in the extended version (link). This table includes measures with Good or Excellent ratings.

== '''[[Evidence-based assessment/Process phase|Process phase]]''' ==
In the United States, according to SAMHSA, of the 8.9 million adults with a dual diagnosis, 44% received some form of treatment in the past year. Given the frequent co-occurrence of mood disorders and substance use disorders, the recommended first step in treatment is for clinicians to deliver a comprehensive screening evaluation that will inform their treatment approach. There are a host of empirically supported treatments for substance use disorders, though medication interventions and psychotherapy are most common. 

=== Medication ===
Specifically, medications have been shown to be most effective in the treatment of alcohol and opioid dependence. Naltrexone (50 mg/day) administered for 12 weeks has been shown to decrease cravings for alcohol and the number of days in which alcohol was consumed.&lt;ref&gt;{{cite journal|last1=Volpicelli|first1=JR|last2=Alterman|first2=AI|last3=Hayashida|first3=M|last4=O'Brien|first4=CP|title=Naltrexone in the treatment of alcohol dependence.|journal=Archives of general psychiatry|date=November 1992|volume=49|issue=11|pages=876-80|pmid=1345133}}&lt;/ref&gt; Disulfiram (250 mg/day), administered for one year, has been shown to help reduce drinking frequency after relapse.&lt;ref&gt;{{cite journal|last1=Chick|first1=J|last2=Gough|first2=K|last3=Falkowski|first3=W|last4=Kershaw|first4=P|last5=Hore|first5=B|last6=Mehta|first6=B|last7=Ritson|first7=B|last8=Ropner|first8=R|last9=Torley|first9=D|title=Disulfiram treatment of alcoholism.|journal=The British journal of psychiatry : the journal of mental science|date=July 1992|volume=161|pages=84-9|pmid=1638335}}&lt;/ref&gt;&lt;ref name=&quot;Fuller1986&quot;&gt;{{cite journal|last1=Fuller|first1=RK|last2=Branchey|first2=L|last3=Brightwell|first3=DR|last4=Derman|first4=RM|last5=Emrick|first5=CD|last6=Iber|first6=FL|last7=James|first7=KE|last8=Lacoursiere|first8=RB|last9=Lee|first9=KK|last10=Lowenstam|first10=I|title=Disulfiram treatment of alcoholism. A Veterans Administration cooperative study.|journal=JAMA|date=19 September 1986|volume=256|issue=11|pages=1449-55|pmid=3528541}}&lt;/ref&gt; In the context of opioid dependence, Methadone has been the gold standard medication treatment for over 30 years. 

According to numerous studies, patients on higher doses of methadone (&gt;50mg/day) report less illicit opioid use, as well as increased retention rates in treatment.&lt;ref&gt;{{cite journal|last1=Farrell|first1=M|last2=Ward|first2=J|last3=Mattick|first3=R|last4=Hall|first4=W|last5=Stimson|first5=G|last6=Des Jarlais|first6=D|last7=Gossop|first7=M|last8=Strang|first8=J|title=Methadone maintenance treatment in opiate dependence: a review.|journal=British Medical Journal|date=1994.|volume=309|issue=6960|page=997}}&lt;/ref&gt; Buprenorphine is an alternative to Methadone to treat opioid dependence and research similarly supports its clinical efficacy. Buprenorphine (60 mg/day) has been shown to bring about improved retention rates, as well as reduced illicit opioid use.

=== Therapy ===

==== Cognitive Behavioral Therapies ====
While medication serves as an effective intervention for some with drug dependence, behavioral interventions are also empirically supported. A number of studies suggest that CBT is an effective intervention for substance use. In a 2010 review, McHugh, Hearon and Otto&lt;ref&gt;{{cite journal|last1=McHugh|first1=RK|last2=Hearon|first2=BA|last3=Otto|first3=MW|title=Cognitive behavioral therapy for substance use disorders.|journal=The Psychiatric clinics of North America|date=September 2010|volume=33|issue=3|pages=511-25|pmid=20599130}}&lt;/ref&gt; found that CBT for substance use, which synthesizes cognitive and motivational elements, as well as skills-building interventions, is effective both as a stand-alone treatment and when combined with other treatments. Acceptance and Commitment Therapy (ACT) has also been used to treat substance-using populations with encouraging results. Specifically, Lanza and Menéndez&lt;ref&gt;{{cite journal|last1=Villagrá Lanza|first1=P|last2=González Menéndez|first2=A|title=Acceptance and Commitment Therapy for drug abuse in incarcerated women.|journal=Psicothema|date=2013|volume=25|issue=3|pages=307-12|pmid=23910743}}&lt;/ref&gt; employed a 16-session ACT in the treatment of incarcerated females. In this population, abstinence rates, as well as anxiety sensitivity and other comorbid psychopathology showed improvement. Another behavior intervention that has been successfully implemented is Mindfulness Therapy for Substance Use.&lt;ref&gt;{{cite journal|last1=Marcus|first1=Marianne T.|last2=Zgierska|first2=Aleksandra|title=Mindfulness-Based Therapies for Substance Use Disorders: Part 1|journal=Substance Abuse|date=27 October 2009|volume=30|issue=4|pages=263–265|doi=10.1080/08897070903250027}}&lt;/ref&gt; Research indicates that this modality is effective across a range of populations through use of methods that help patients to develop nonreactive, acceptance behaviors.

==== Contingency Management ====
One common technique implemented as a treatment method across psychiatric disorders is contingency management, wherein the problematic behavior of the individual is closely monitored and reinforcers are delivered contingent upon detection of a target behavior.&lt;ref&gt;{{cite book|last1=al.]|first1=Scott W. Henggeler ... [et|title=Contingency management for adolescent substance abuse : a practitioner's guide|date=2012|publisher=Guilford Press|location=New York, NY|isbn=1462502474}}&lt;/ref&gt; In the case of substance use, abstinence is monitored via urine screens or other objective methods and the patient is rewarded for abstinence through prizes or vouchers, which are conversely withheld in the event that the patient does not remain abstinent as determined by urine screening or related methods. Recent work has demonstrated that contingency management can be an effective method for delaying time to first use after treatment and achieving short-term sobriety in individuals with substance use disorders. However, the effects of this intervention seem to be contingent upon the magnitude of the reward, and effects are not evident long-term.&lt;ref&gt;{{cite journal|last1=Petry|first1=NM|last2=Alessi|first2=SM|last3=Barry|first3=D|last4=Carroll|first4=KM|title=Standard magnitude prize reinforcers can be as efficacious as larger magnitude reinforcers in cocaine-dependent methadone patients.|journal=Journal of consulting and clinical psychology|date=June 2015|volume=83|issue=3|pages=464-72|pmid=25198284}}&lt;/ref&gt;

==== Motivational Interviewing ====
Motivational Interviewing is a treatment option that seems to be particularly useful for individuals who are ambivalent about changing behavior. This type of intervention requires the therapist to build a collaborative relationship with the patient, using empathic and non-confrontational approaches to help the patient enhance personal motivation to change.&lt;ref&gt;{{cite book|last1=Miller|first1=William R.|last2=Rollnick|first2=Stephen|title=Motivational interviewing : helping people change|date=2013|publisher=Guilford Press|location=New York, NY|isbn=1609182278|edition=3rd}}&lt;/ref&gt; Finally, behavioral activation therapy attempts to address comorbid diagnoses commonly occurring with substance use disorders (i.e., depression) in an attempt to improve outcomes for individuals who may be harder to treat. This technique aims to increase positive reinforcers and decrease intensity and occurrences of negative consequences and life events. This treatment approach has been effective in reducing severity of depression and anxiety symptoms, and increasing enjoyment and reward value of posttreatment activities as compared to treatment as usual.&lt;ref&gt;{{cite journal|last1=Daughters|first1=SB|last2=Braun|first2=AR|last3=Sargeant|first3=MN|last4=Reynolds|first4=EK|last5=Hopko|first5=DR|last6=Blanco|first6=C|last7=Lejuez|first7=CW|title=Effectiveness of a brief behavioral treatment for inner-city illicit drug users with elevated depressive symptoms: the life enhancement treatment for substance use (LETS Act!).|journal=The Journal of clinical psychiatry|date=January 2008|volume=69|issue=1|pages=122-9|pmid=18312046}}&lt;/ref&gt;

== Process and Progress measures ==

==== Clinically significant change benchmarks with common instruments and mood rating scales ====

{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
|-
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:120%&quot; width=&quot;300&quot; | &lt;b&gt; &lt;/b&gt;
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:120%&quot; width=&quot;300&quot; | &lt;b&gt; Cut* Scores&lt;/b&gt;
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:120%&quot; | &lt;b&gt; Critical Change &lt;br&gt; (Unstandardized Scores)&lt;/b&gt;
|-
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:130%;&quot; | &lt;b&gt; Measure&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; A&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; B&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; C&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; 95%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; 90%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; SE&lt;sub&gt;difference&lt;/sub&gt;&lt;/b&gt;
|-
| colspan=&quot;9&quot;  span style=&quot;font-size:110%; text-align:center;&quot; | &lt;b&gt; Benchmarks Based on Published Norms&lt;/b&gt;
|-
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:100%;&quot; | ''[https://osf.io/wn3rb Rutgers Alcohol Problem Index]''&lt;ref name=&quot;Roberts&quot;&gt;{{cite journal|last1=Roberts|first1=LJ|last2=Neal|first2=DJ|last3=Kivlahan|first3=DR|last4=Baer|first4=JS|last5=Marlatt|first5=GA|title=Individual drinking changes following a brief intervention among college students: clinical significance in an indicated preventive context.|journal=Journal of consulting and clinical psychology|date=June 2000|volume=68|issue=3|pages=500-5|pmid=10883566}}&lt;/ref&gt; &lt;ref name=&quot;White1989&quot;&gt;{{cite journal|last1=White|first1=HR|last2=Labouvie|first2=EW|title=Towards the assessment of adolescent problem drinking.|journal=Journal of studies on alcohol|date=January 1989|volume=50|issue=1|pages=30-7|pmid=2927120}}&lt;/ref&gt;
|span style=&quot;text-align:center;font-size:100%;&quot; |0.8
|span style=&quot;text-align:center;font-size:100%;&quot; | 4.9
|span style=&quot;text-align:center;font-size:100%;&quot; | 4.0
|span style=&quot;text-align:center;font-size:100%;&quot; | 4.1
|span style=&quot;text-align:center;font-size:100%;&quot; | 3.5
|span style=&quot;text-align:center;font-size:100%;&quot; | 2.1
|-
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:100%;&quot;| ''[https://osf.io/vudep Alcohol Dependence Scale (ADS)]''&lt;ref name=&quot;Roberts&quot; /&gt; [https://osf.io/vudep (copyrighted)]
|span style=&quot;text-align:center;font-size:100%;&quot; | 1.2
|span style=&quot;text-align:center;font-size:100%;&quot; | 9.9
|span style=&quot;text-align:center;font-size:100%;&quot; | 7.8 
|span style=&quot;text-align:center;font-size:100%;&quot; | 1.4
|span style=&quot;text-align:center;font-size:100%;&quot; | 1.2 
|span style=&quot;text-align:center;font-size:100%;&quot; | 0.7
|-
|colspan=&quot;3&quot; style=&quot;text-align:center;font-size:100%;&quot;| ''[https://osf.io/23mwt/?view_only=1924fe3e90334b11bb1e099a691b2ffb Drug Abuse Screening Test (DAST)]'' &lt;ref&gt;{{cite journal|last1=Skinner|first1=HA|title=The drug abuse screening test.|journal=Addictive behaviors|date=1982|volume=7|issue=4|pages=363-71|pmid=7183189}}&lt;/ref&gt;
|span style=&quot;text-align:center;font-size:100%;&quot; | 0.1
|span style=&quot;text-align:center;font-size:100%;&quot; | 2.6 
|span style=&quot;text-align:center;font-size:100%;&quot; | 1.8
|span style=&quot;text-align:center;font-size:100%;&quot; | 1.6
|span style=&quot;text-align:center;font-size:100%;&quot; | 1.3
|span style=&quot;text-align:center;font-size:100%;&quot; | 0.8
|}

'''Note:''' &quot;A&quot; = Away from the clinical range, &quot;B&quot; = Back into the nonclinical range, &quot;C&quot; = Closer to the nonclinical than clinical mean.

'''Search terms''': [substance use OR substance use disorder] AND [clinical significance OR outcomes] in Google Scholar and PsycINFO

==Web based resources==
* '''[http://www.drugabuse.gov National Institute on Drug Abuse]'''

* '''[http://www.samhsa.gov/treatment/ Substance Abuse and Mental Health Services Administration (SAMHSA)]'''

* '''[http://www.addictionrecoveryguide.org/ The Addiction Recovery Guide]'''

* [http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/drug-and-alcohol-abuse/ EffectiveChildTherapy.Org information on Substance Abuse]

* [https://sccap53.org Society of Clinical Child and Adolescent Psychology]

==References==
{{collapse top|Click Expand for references}}
{{reflist|2}}
# 
{{collapse bottom}}
[[Category:Psychological disorder portfolios|{{SUBPAGENAME}}]]</text>
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{{medical disclaimer}}
{{:{{BASEPAGENAME}}/Sidebar}}

==[[Evidence based assessment/Portfolio template/What is a &quot;portfolio&quot;|'''What is a &quot;portfolio?&quot;''']]==
For background information on what assessment portfolios are, click the link in the heading above. 

Want even 'more' information about this topic? There's an extended version of this page [[Evidence-based assessment/Substance use disorder (disorder portfolio)/extended version|here]]. 

== [[Evidence-based assessment/Preparation phase|'''Preparation Phase''']] ==
{{blockquotetop}}
&lt;big&gt;'''Diagnostic Criteria for Substance Use Disorder'''&lt;/big&gt;
&lt;big&gt;'''ICD-11 Diagnostic Criteria for Substance Use Disorder'''&lt;/big&gt;
*Disorders due to substance use and addictive behaviours are mental and behavioural disorders that develop as a result of the use of predominantly psychoactive substances, including medications, or specific repetitive rewarding and reinforcing behaviours.
**Note: The ICD-11 lists 20 additional subcategories of Substance Use Disorder. They can be found [https://icd.who.int/browse11/l-m/en#/http://id.who.int/icd/entity/1602669465 here].
&lt;big&gt;'''DSM Diagnostic Criteria for Substance Use Disorder'''&lt;/big&gt;
*Substance use disorder is a DSM disorder in the Substance-Related and Addictive Disorders chapter. It is characterized by the use of substances in a manner that leads to clinically significant impairment or distress.
* The diagnostic criteria for Substance Use Disorder disorder changed slightly from [[DSM-IV]] to [[w:Diagnostic_and_Statistical_Manual_of_Mental_Disorders#DSM-IV-TR_.282000.29|DSM-5]]. Summaries are available [http://www.dsm5.org/Documents/changes%20from%20dsm-iv-tr%20to%20dsm-5.pdf here].
{{blockquotebottom}}
=== Base rates of SUD in different populations and clinical settings ===
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
|-
! Setting
! Base Rate
! Demography
! Diagnostic Method
|-
| General population of North Carolina, aged 12 or older
| 6.7%
| North Carolina
| National Survey on Drug Use and Health (NSDUH), 2009 to 2013
|-
| 43,093 individuals, 18+ years old collected between 2001 and 2002&lt;ref&gt;Hasin DS, Grant BF. The National Epidemiologic Survey on Alcohol and Related Conditions (NESARC) Waves 1 and 2: review and summary of findings. Soc Psychiatry Psychiatr Epidemiol. 2015 Nov;50(11):1609-40. doi: 10.1007/s00127-015-1088-0. Epub 2015 Jul 26. PMID: 26210739.&lt;/ref&gt;
| 17.8 (0.5) Alcohol Abuse; 12.5 (0.4) Alcohol Dependence; 7.7 (0.2) Drug Abuse; 2.6 (0.1) Drug Dependence
| United States General Adult Population: National Epidemiologic Survey on Alcohol and Related Conditions (NESARC)
(Grant et al., 2007)
| National Institute on Alcohol Abuse and Alcoholism Alcohol Use Disorder and Associated Disabilities Interview Schedule- DSM IV Version (AUDADIS-IV)
|-
| 9,282 adults, 18+ years old ; collected between 2001 and 2003&lt;ref&gt;{{cite journal|last1=Kessler|first1=RC|last2=Green|first2=JG|last3=Gruber|first3=MJ|last4=Sampson|first4=NA|last5=Bromet|first5=E|last6=Cuitan|first6=M|last7=Furukawa|first7=TA|last8=Gureje|first8=O|last9=Hinkov|first9=H|date=June 2010|title=Screening for serious mental illness in the general population with the K6 screening scale: results from the WHO World Mental Health (WMH) survey initiative.|journal=International journal of methods in psychiatric research|volume=19 Suppl 1|pages=4-22|pmid=20527002|last10=Hu|first10=CY|last11=Lara|first11=C|last12=Lee|first12=S|last13=Mneimneh|first13=Z|last14=Myer|first14=L|last15=Oakley-Browne|first15=M|last16=Posada-Villa|first16=J|last17=Sagar|first17=R|last18=Viana|first18=MC|last19=Zaslavsky|first19=AM}}&lt;/ref&gt;
| 13.2 (0.6) Alcohol Abuse; 5.4 (0.3) Alcohol Dependence; 7.9 (0.4) Drug Abuse; 3.0 (0.2) Drug Dependence
| United States General Adult Population: National Comorbidity Survey Replication (NCS-R)
| World Mental Health Survey Initiative Version of the World Health Organization Composite International Diagnostic Interview (WMH-CIDI) which generates DSM-IV and International Classification of Diseases, 10th revision diagnoses
|-
| Urban General Medicine Practice, low-income primary care patients, 75% Hispanic&lt;ref&gt;{{cite journal|last1=Olfson|first1=M|last2=Shea|first2=S|last3=Feder|first3=A|last4=Fuentes|first4=M|last5=Nomura|first5=Y|last6=Gameroff|first6=M|last7=Weissman|first7=MM|date=NaN|title=Prevalence of anxiety, depression, and substance use disorders in an urban general medicine practice.|journal=Archives of family medicine|volume=9|issue=9|pages=876-83|pmid=11031395}}&lt;/ref&gt;
| 7.9%
| New York
| Patient Health Questionnaire
|-
| Incarcerated females&lt;ref&gt;{{cite journal|last1=Teplin|first1=LA|last2=Abram|first2=KM|last3=McClelland|first3=GM|date=June 1996|title=Prevalence of psychiatric disorders among incarcerated women. I. Pretrial jail detainees.|journal=Archives of general psychiatry|volume=53|issue=6|pages=505-12|pmid=8639033}}&lt;/ref&gt;
| 70.2%
| Chicago prison - 40 % African American, 33% White, 25 % Hispanic
| National Institute of Mental Health Diagnostic Interview Schedule Version 11I-R (NIMH DIS-III-R)
|-
|Incarcerated females (updated)

(Proctor 2012)
| 70% dependent
| Minnesota State Prison System- 801 females, 18-58 years old, 57.7% Caucasian, 21.5% African American, 13.2% Native American
|Substance Use Disorder Diagnostic Schedule-IV (SUDDS-IV)
|-
| Incarcerated male youths&lt;ref&gt;{{cite journal|last1=Wasserman|first1=GA|last2=McReynolds|first2=LS|last3=Lucas|first3=CP|last4=Fisher|first4=P|last5=Santos|first5=L|date=March 2002|title=The voice DISC-IV with incarcerated male youths: prevalence of disorder.|journal=Journal of the American Academy of Child and Adolescent Psychiatry|volume=41|issue=3|pages=314-21|pmid=11886026}}&lt;/ref&gt;
| 56.4%
| Texas state prison – 45 % African American, 33% White, 20% Hispanic
|Structured Clinical Interview for DSM IV – Substance Use Disorders Module
|-
| Individuals with schizophrenia across settings&lt;ref&gt;{{cite journal|last1=Regier|first1=DA|last2=Farmer|first2=ME|last3=Rae|first3=DS|last4=Locke|first4=BZ|last5=Keith|first5=SJ|last6=Judd|first6=LL|last7=Goodwin|first7=FK|date=21 November 1990|title=Comorbidity of mental disorders with alcohol and other drug abuse. Results from the Epidemiologic Catchment Area (ECA) Study.|journal=JAMA|volume=264|issue=19|pages=2511-8|pmid=2232018}}&lt;/ref&gt;
| 47%
| New Haven, CT; Baltimore, MD; St. Louis, MO; Durham, NC; Los Angeles, CA
| National Institute of Mental Health (NIMH) Diagnostic Interview Schedule
|-
| HIV+ men in community health clinics&lt;ref&gt;{{cite journal|last1=Dew|first1=MA|last2=Becker|first2=JT|last3=Sanchez|first3=J|last4=Caldararo|first4=R|last5=Lopez|first5=OL|last6=Wess|first6=J|last7=Dorst|first7=SK|last8=Banks|first8=G|date=March 1997|title=Prevalence and predictors of depressive, anxiety and substance use disorders in HIV-infected and uninfected men: a longitudinal evaluation.|journal=Psychological medicine|volume=27|issue=2|pages=395-409|pmid=9089832}}&lt;/ref&gt;
| 24.4%
| Alleghany County, PA
| Structured Clinical Interview for DSM-III-R
|-
| Internal medicine inpatients&lt;ref&gt;{{cite journal|last1=Hansen|first1=MS|last2=Fink|first2=P|last3=Frydenberg|first3=M|last4=Oxhøj|first4=M|last5=Søndergaard|first5=L|last6=Munk-Jørgensen|first6=P|date=April 2001|title=Mental disorders among internal medical inpatients: prevalence, detection, and treatment status.|journal=Journal of psychosomatic research|volume=50|issue=4|pages=199-204|pmid=11369025}}&lt;/ref&gt;
| 10.9%
| Denmark
| Symptom Check List (SCL-8)
|}

==Diagnosis==
=== Recommended diagnostic interviews ===

*Diagnostic Interview Schedule- IV
*Structured Clinical Interview for DSM-IV
*The Psychiatric Research Interview for Substance and Mental Disorders
*International Classification of Diseases, version 10
*The Mini International Psychiatric Interview (M.I.N.I)&lt;ref name=&quot;Sheehan1998&quot;&gt;{{cite journal|last1=Sheehan|first1=DV|last2=Lecrubier|first2=Y|last3=Sheehan|first3=KH|last4=Amorim|first4=P|last5=Janavs|first5=J|last6=Weiller|first6=E|last7=Hergueta|first7=T|last8=Baker|first8=R|last9=Dunbar|first9=GC|title=The Mini-International Neuropsychiatric Interview (M.I.N.I.): the development and validation of a structured diagnostic psychiatric interview for DSM-IV and ICD-10.|journal=The Journal of clinical psychiatry|date=1998|volume=59 Suppl 20|pages=22-33;quiz 34-57|pmid=9881538}}&lt;/ref&gt;

=== Screening instruments and diagnostic interviews ===

{| class=&quot;wikitable sortable&quot;
|-
! Measure 
!Format (Reporter)
!Age Range
!Administration/
Completion Time
|-
|[https://osf.io/x9smc Structured Clinical International Diagnostic Interview (SCID-I)]
|Interview
|Adults
|30 minutes-3 hours
|-
|[https://osf.io/h2n9j/?view_only=ec71313a9e844abb977e241b5443f0db Substance Dependence Severity Scale (SDSS)]
|Interview
|16-adult
|30-45 minutes 
|-
|[https://osf.io/7dh4s Global Appraisal of Individual Needs- Initial (GAIN-I) ($1.00 license fee per project for use of Beta version)]
|Interview
|12-adult
|1.5-2.5 hours
|}

'''Note:''' Reliability and validity are included in the extended version [[Evidence-based assessment/Substance use disorder (disorder portfolio)/extended version|here]]. This table includes measures with Good or Excellent ratings.

== [[Evidence based assessment/Prediction phase|'''Prediction phase''']] ==

=== Psychometric properties of screening measures for Substance Use Disorder ===
The following section contains a list of screening and diagnostic instruments for Substance Use Disorder.

=== Screening instruments and diagnostic interviews ===

{| class=&quot;wikitable sortable&quot;
|-
! Measure 
!Format (Reporter)
!Age Range
!Administration/
Completion Time
|-
|[https://osf.io/x9smc Structured Clinical International Diagnostic Interview (SCID-I)]
|Interview
|Adults
|30 minutes-3 hours
|-
|[https://osf.io/h2n9j/?view_only=ec71313a9e844abb977e241b5443f0db Substance Dependence Severity Scale (SDSS)]
|Interview
|16-adult
|30-45 minutes 
|-
|[https://osf.io/7dh4s Global Appraisal of Individual Needs- Initial (GAIN-I) ($1.00 license fee per project for use of Beta version)]
|Interview
|12-adult
|1.5-2.5 hours
|}

'''Note:''' Reliability and validity are included in the extended version [[Evidence-based assessment/Substance use disorder (disorder portfolio)/extended version|here]]. This table includes measures with Good or Excellent ratings.  
 
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
|-
! Screening Measure (Primary Reference)
! AUC
! LR+ (Score)
! LR- (Score)
! Clinical Generalizability 
|-
| [https://osf.io/gq86m/?view_only=628c7440cb5e4cbead514916f342a8cf Kessler 6 Screening Scale (K6)] &lt;ref&gt;{{cite journal|last1=Kessler|first1=RC|last2=Green|first2=JG|last3=Gruber|first3=MJ|last4=Sampson|first4=NA|last5=Bromet|first5=E|last6=Cuitan|first6=M|last7=Furukawa|first7=TA|last8=Gureje|first8=O|last9=Hinkov|first9=H|last10=Hu|first10=CY|last11=Lara|first11=C|last12=Lee|first12=S|last13=Mneimneh|first13=Z|last14=Myer|first14=L|last15=Oakley-Browne|first15=M|last16=Posada-Villa|first16=J|last17=Sagar|first17=R|last18=Viana|first18=MC|last19=Zaslavsky|first19=AM|title=Screening for serious mental illness in the general population with the K6 screening scale: results from the WHO World Mental Health (WMH) survey initiative.|journal=International journal of methods in psychiatric research|date=June 2010|volume=19 Suppl 1|pages=4-22|pmid=20527002}}&lt;/ref&gt;&lt;ref&gt;Swartz, J. A., &amp; Lurigio, A. J. (2006). Screening for serious mental illness in populations with co-occurring substance use disorders: Performance of the K6 scale. Journal of substance abuse treatment, 31(3), 287-296&lt;/ref&gt;
| 0.84
(N=41,770)
| 3.96
(13+)
| 0.296 
(0-12)
| High: The sample of 41,770 was drawn from initial surveys that were carried out in 14 countries.
|-
| [https://osf.io/czhgd Alcohol, Smoking and Substance Involvement Screening Test (ASSIST)]&lt;ref&gt;{{cite journal|last1=Humeniuk|first1=R|last2=Ali|first2=R|last3=Babor|first3=TF|last4=Farrell|first4=M|last5=Formigoni|first5=ML|last6=Jittiwutikarn|first6=J|last7=de Lacerda|first7=RB|last8=Ling|first8=W|last9=Marsden|first9=J|last10=Monteiro|first10=M|last11=Nhiwatiwa|first11=S|last12=Pal|first12=H|last13=Poznyak|first13=V|last14=Simon|first14=S|title=Validation of the Alcohol, Smoking And Substance Involvement Screening Test (ASSIST).|journal=Addiction (Abingdon, England)|date=June 2008|volume=103|issue=6|pages=1039-47|pmid=18373724}}&lt;/ref&gt;
| 0.84
(N=1,047)
| 2.76
| 0.28
| High: The sample of 1,047 participants was drawn from drug treatment and primary health care settings in Australia, Brazil, India, Thailand, the United Kingdom, the U.S. and Zimbabwe.
|-
| [https://osf.io/nk5vx/?view_only=348d7f1ee5e741f8a6657233403dda66 Drug Use Disorders Identification Test (DUDIT)]&lt;ref&gt;{{Cite journal|last=Voluse|first=Andrew C.|last2=Gioia|first2=Christopher J.|last3=Sobell|first3=Linda Carter|last4=Dum|first4=Mariam|last5=Sobell|first5=Mark B.|last6=Simco|first6=Edward R.|title=Psychometric properties of the Drug Use Disorders Identification Test (DUDIT) with substance abusers in outpatient and residential treatment|url=https://doi.org/10.1016/j.addbeh.2011.07.030|journal=Addictive Behaviors|volume=37|issue=1|pages=36–41|doi=10.1016/j.addbeh.2011.07.030}}&lt;/ref&gt;
|0.95
(N=153)
| 6
|0.12
| High: 153 participants from outpatient and residential substance use treatment programs
|}

'''Note:''' “LR+” refers to the change in likelihood ratio associated with a positive test score, and “LR-” is the likelihood ratio for a low score. Likelihood ratios of 1 indicate that the test result did not change impressions at all. LRs larger than 10 or smaller than 0.1 are frequently clinically decisive; 5 or 0.2 are helpful, and between 2.0 and 0.5 are small enough that they rarely result in clinically meaningful changes of formulation (Sackett et al., 2000).

''' Search terms''': [substance use OR substance use disorders] AND [sensitivity OR specificity] in Google Scholar and PsycINFO

=='''[[Evidence-based assessment/Prescription phase|Prescription phase]]'''==

===Gold standard diagnostic interviews===

* For a list of broad reaching diagnostic interviews sortable by disorder with PDFs (if applicable), [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prescription_phase&amp;wteswitched=1#Common_Diagnostic_Interviews click here.]

===Recommended diagnostic interviews for substance use disorder===
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
! colspan=&quot;5&quot; |Diagnostic instruments for '''(insert portfolio name)'''
|-
! Measure
! Format (Reporter)
! Age Range
! Administration/
Completion Time
!Where to Access
|-
| Diagnostic Interview Schedule- IV
|
|
|
|

|-
| Structured Clinical Interview for DSM-IV
|
|
|
|
|-
| The Psychiatric Research Interview for Substance and Mental Disorders
|
|
|
|
|-
|International Classification of Diseases, version 10
|
|
|
|
|-
|The Mini International Psychiatric Interview (M.I.N.I)&lt;ref name=&quot;Sheehan1998&quot; /&gt;
|
|
|
|
|}
'''Note:''' Reliability and validity are included in the extended version (link). This table includes measures with Good or Excellent ratings.

== '''[[Evidence-based assessment/Process phase|Process phase]]''' ==
In the United States, according to SAMHSA, of the 8.9 million adults with a dual diagnosis, 44% received some form of treatment in the past year. Given the frequent co-occurrence of mood disorders and substance use disorders, the recommended first step in treatment is for clinicians to deliver a comprehensive screening evaluation that will inform their treatment approach. There are a host of empirically supported treatments for substance use disorders, though medication interventions and psychotherapy are most common. 

=== Medication ===
Specifically, medications have been shown to be most effective in the treatment of alcohol and opioid dependence. Naltrexone (50 mg/day) administered for 12 weeks has been shown to decrease cravings for alcohol and the number of days in which alcohol was consumed.&lt;ref&gt;{{cite journal|last1=Volpicelli|first1=JR|last2=Alterman|first2=AI|last3=Hayashida|first3=M|last4=O'Brien|first4=CP|title=Naltrexone in the treatment of alcohol dependence.|journal=Archives of general psychiatry|date=November 1992|volume=49|issue=11|pages=876-80|pmid=1345133}}&lt;/ref&gt; Disulfiram (250 mg/day), administered for one year, has been shown to help reduce drinking frequency after relapse.&lt;ref&gt;{{cite journal|last1=Chick|first1=J|last2=Gough|first2=K|last3=Falkowski|first3=W|last4=Kershaw|first4=P|last5=Hore|first5=B|last6=Mehta|first6=B|last7=Ritson|first7=B|last8=Ropner|first8=R|last9=Torley|first9=D|title=Disulfiram treatment of alcoholism.|journal=The British journal of psychiatry : the journal of mental science|date=July 1992|volume=161|pages=84-9|pmid=1638335}}&lt;/ref&gt;&lt;ref name=&quot;Fuller1986&quot;&gt;{{cite journal|last1=Fuller|first1=RK|last2=Branchey|first2=L|last3=Brightwell|first3=DR|last4=Derman|first4=RM|last5=Emrick|first5=CD|last6=Iber|first6=FL|last7=James|first7=KE|last8=Lacoursiere|first8=RB|last9=Lee|first9=KK|last10=Lowenstam|first10=I|title=Disulfiram treatment of alcoholism. A Veterans Administration cooperative study.|journal=JAMA|date=19 September 1986|volume=256|issue=11|pages=1449-55|pmid=3528541}}&lt;/ref&gt; In the context of opioid dependence, Methadone has been the gold standard medication treatment for over 30 years. 

According to numerous studies, patients on higher doses of methadone (&gt;50mg/day) report less illicit opioid use, as well as increased retention rates in treatment.&lt;ref&gt;{{cite journal|last1=Farrell|first1=M|last2=Ward|first2=J|last3=Mattick|first3=R|last4=Hall|first4=W|last5=Stimson|first5=G|last6=Des Jarlais|first6=D|last7=Gossop|first7=M|last8=Strang|first8=J|title=Methadone maintenance treatment in opiate dependence: a review.|journal=British Medical Journal|date=1994.|volume=309|issue=6960|page=997}}&lt;/ref&gt; Buprenorphine is an alternative to Methadone to treat opioid dependence and research similarly supports its clinical efficacy. Buprenorphine (60 mg/day) has been shown to bring about improved retention rates, as well as reduced illicit opioid use.

=== Therapy ===

==== Cognitive Behavioral Therapies ====
While medication serves as an effective intervention for some with drug dependence, behavioral interventions are also empirically supported. A number of studies suggest that CBT is an effective intervention for substance use. In a 2010 review, McHugh, Hearon and Otto&lt;ref&gt;{{cite journal|last1=McHugh|first1=RK|last2=Hearon|first2=BA|last3=Otto|first3=MW|title=Cognitive behavioral therapy for substance use disorders.|journal=The Psychiatric clinics of North America|date=September 2010|volume=33|issue=3|pages=511-25|pmid=20599130}}&lt;/ref&gt; found that CBT for substance use, which synthesizes cognitive and motivational elements, as well as skills-building interventions, is effective both as a stand-alone treatment and when combined with other treatments. Acceptance and Commitment Therapy (ACT) has also been used to treat substance-using populations with encouraging results. Specifically, Lanza and Menéndez&lt;ref&gt;{{cite journal|last1=Villagrá Lanza|first1=P|last2=González Menéndez|first2=A|title=Acceptance and Commitment Therapy for drug abuse in incarcerated women.|journal=Psicothema|date=2013|volume=25|issue=3|pages=307-12|pmid=23910743}}&lt;/ref&gt; employed a 16-session ACT in the treatment of incarcerated females. In this population, abstinence rates, as well as anxiety sensitivity and other comorbid psychopathology showed improvement. Another behavior intervention that has been successfully implemented is Mindfulness Therapy for Substance Use.&lt;ref&gt;{{cite journal|last1=Marcus|first1=Marianne T.|last2=Zgierska|first2=Aleksandra|title=Mindfulness-Based Therapies for Substance Use Disorders: Part 1|journal=Substance Abuse|date=27 October 2009|volume=30|issue=4|pages=263–265|doi=10.1080/08897070903250027}}&lt;/ref&gt; Research indicates that this modality is effective across a range of populations through use of methods that help patients to develop nonreactive, acceptance behaviors.

==== Contingency Management ====
One common technique implemented as a treatment method across psychiatric disorders is contingency management, wherein the problematic behavior of the individual is closely monitored and reinforcers are delivered contingent upon detection of a target behavior.&lt;ref&gt;{{cite book|last1=al.]|first1=Scott W. Henggeler ... [et|title=Contingency management for adolescent substance abuse : a practitioner's guide|date=2012|publisher=Guilford Press|location=New York, NY|isbn=1462502474}}&lt;/ref&gt; In the case of substance use, abstinence is monitored via urine screens or other objective methods and the patient is rewarded for abstinence through prizes or vouchers, which are conversely withheld in the event that the patient does not remain abstinent as determined by urine screening or related methods. Recent work has demonstrated that contingency management can be an effective method for delaying time to first use after treatment and achieving short-term sobriety in individuals with substance use disorders. However, the effects of this intervention seem to be contingent upon the magnitude of the reward, and effects are not evident long-term.&lt;ref&gt;{{cite journal|last1=Petry|first1=NM|last2=Alessi|first2=SM|last3=Barry|first3=D|last4=Carroll|first4=KM|title=Standard magnitude prize reinforcers can be as efficacious as larger magnitude reinforcers in cocaine-dependent methadone patients.|journal=Journal of consulting and clinical psychology|date=June 2015|volume=83|issue=3|pages=464-72|pmid=25198284}}&lt;/ref&gt;

==== Motivational Interviewing ====
Motivational Interviewing is a treatment option that seems to be particularly useful for individuals who are ambivalent about changing behavior. This type of intervention requires the therapist to build a collaborative relationship with the patient, using empathic and non-confrontational approaches to help the patient enhance personal motivation to change.&lt;ref&gt;{{cite book|last1=Miller|first1=William R.|last2=Rollnick|first2=Stephen|title=Motivational interviewing : helping people change|date=2013|publisher=Guilford Press|location=New York, NY|isbn=1609182278|edition=3rd}}&lt;/ref&gt; Finally, behavioral activation therapy attempts to address comorbid diagnoses commonly occurring with substance use disorders (i.e., depression) in an attempt to improve outcomes for individuals who may be harder to treat. This technique aims to increase positive reinforcers and decrease intensity and occurrences of negative consequences and life events. This treatment approach has been effective in reducing severity of depression and anxiety symptoms, and increasing enjoyment and reward value of posttreatment activities as compared to treatment as usual.&lt;ref&gt;{{cite journal|last1=Daughters|first1=SB|last2=Braun|first2=AR|last3=Sargeant|first3=MN|last4=Reynolds|first4=EK|last5=Hopko|first5=DR|last6=Blanco|first6=C|last7=Lejuez|first7=CW|title=Effectiveness of a brief behavioral treatment for inner-city illicit drug users with elevated depressive symptoms: the life enhancement treatment for substance use (LETS Act!).|journal=The Journal of clinical psychiatry|date=January 2008|volume=69|issue=1|pages=122-9|pmid=18312046}}&lt;/ref&gt;

== Process and Progress measures ==

==== Clinically significant change benchmarks with common instruments and mood rating scales ====

{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
|-
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:120%&quot; width=&quot;300&quot; | &lt;b&gt; &lt;/b&gt;
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:120%&quot; width=&quot;300&quot; | &lt;b&gt; Cut* Scores&lt;/b&gt;
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:120%&quot; | &lt;b&gt; Critical Change &lt;br&gt; (Unstandardized Scores)&lt;/b&gt;
|-
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:130%;&quot; | &lt;b&gt; Measure&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; A&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; B&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; C&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; 95%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; 90%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; SE&lt;sub&gt;difference&lt;/sub&gt;&lt;/b&gt;
|-
| colspan=&quot;9&quot;  span style=&quot;font-size:110%; text-align:center;&quot; | &lt;b&gt; Benchmarks Based on Published Norms&lt;/b&gt;
|-
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:100%;&quot; | ''[https://osf.io/wn3rb Rutgers Alcohol Problem Index]''&lt;ref name=&quot;Roberts&quot;&gt;{{cite journal|last1=Roberts|first1=LJ|last2=Neal|first2=DJ|last3=Kivlahan|first3=DR|last4=Baer|first4=JS|last5=Marlatt|first5=GA|title=Individual drinking changes following a brief intervention among college students: clinical significance in an indicated preventive context.|journal=Journal of consulting and clinical psychology|date=June 2000|volume=68|issue=3|pages=500-5|pmid=10883566}}&lt;/ref&gt; &lt;ref name=&quot;White1989&quot;&gt;{{cite journal|last1=White|first1=HR|last2=Labouvie|first2=EW|title=Towards the assessment of adolescent problem drinking.|journal=Journal of studies on alcohol|date=January 1989|volume=50|issue=1|pages=30-7|pmid=2927120}}&lt;/ref&gt;
|span style=&quot;text-align:center;font-size:100%;&quot; |0.8
|span style=&quot;text-align:center;font-size:100%;&quot; | 4.9
|span style=&quot;text-align:center;font-size:100%;&quot; | 4.0
|span style=&quot;text-align:center;font-size:100%;&quot; | 4.1
|span style=&quot;text-align:center;font-size:100%;&quot; | 3.5
|span style=&quot;text-align:center;font-size:100%;&quot; | 2.1
|-
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:100%;&quot;| ''[https://osf.io/vudep Alcohol Dependence Scale (ADS)]''&lt;ref name=&quot;Roberts&quot; /&gt; [https://osf.io/vudep (copyrighted)]
|span style=&quot;text-align:center;font-size:100%;&quot; | 1.2
|span style=&quot;text-align:center;font-size:100%;&quot; | 9.9
|span style=&quot;text-align:center;font-size:100%;&quot; | 7.8 
|span style=&quot;text-align:center;font-size:100%;&quot; | 1.4
|span style=&quot;text-align:center;font-size:100%;&quot; | 1.2 
|span style=&quot;text-align:center;font-size:100%;&quot; | 0.7
|-
|colspan=&quot;3&quot; style=&quot;text-align:center;font-size:100%;&quot;| ''[https://osf.io/23mwt/?view_only=1924fe3e90334b11bb1e099a691b2ffb Drug Abuse Screening Test (DAST)]'' &lt;ref&gt;{{cite journal|last1=Skinner|first1=HA|title=The drug abuse screening test.|journal=Addictive behaviors|date=1982|volume=7|issue=4|pages=363-71|pmid=7183189}}&lt;/ref&gt;
|span style=&quot;text-align:center;font-size:100%;&quot; | 0.1
|span style=&quot;text-align:center;font-size:100%;&quot; | 2.6 
|span style=&quot;text-align:center;font-size:100%;&quot; | 1.8
|span style=&quot;text-align:center;font-size:100%;&quot; | 1.6
|span style=&quot;text-align:center;font-size:100%;&quot; | 1.3
|span style=&quot;text-align:center;font-size:100%;&quot; | 0.8
|}

'''Note:''' &quot;A&quot; = Away from the clinical range, &quot;B&quot; = Back into the nonclinical range, &quot;C&quot; = Closer to the nonclinical than clinical mean.

'''Search terms''': [substance use OR substance use disorder] AND [clinical significance OR outcomes] in Google Scholar and PsycINFO

==Web based resources==
* '''[http://www.drugabuse.gov National Institute on Drug Abuse]'''

* '''[http://www.samhsa.gov/treatment/ Substance Abuse and Mental Health Services Administration (SAMHSA)]'''

* '''[http://www.addictionrecoveryguide.org/ The Addiction Recovery Guide]'''

* [http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/drug-and-alcohol-abuse/ EffectiveChildTherapy.Org information on Substance Abuse]

* [https://sccap53.org Society of Clinical Child and Adolescent Psychology]

==References==
{{collapse top|Click Expand for references}}
{{reflist|2}}
# 
{{collapse bottom}}
[[Category:Psychological disorder portfolios|{{SUBPAGENAME}}]]</text>
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{{medical disclaimer}}
{{:{{BASEPAGENAME}}/Sidebar}}

==[[Evidence based assessment/Portfolio template/What is a &quot;portfolio&quot;|'''What is a &quot;portfolio?&quot;''']]==
For background information on what assessment portfolios are, click the link in the heading above. 

Want even 'more' information about this topic? There's an extended version of this page [[Evidence-based assessment/Substance use disorder (disorder portfolio)/extended version|here]]. 

== [[Evidence-based assessment/Preparation phase|'''Preparation Phase''']] ==
{{blockquotetop}}
&lt;big&gt;'''Diagnostic Criteria for Substance Use Disorder'''&lt;/big&gt;
&lt;big&gt;'''ICD-11 Diagnostic Criteria for Substance Use Disorder'''&lt;/big&gt;
*Disorders due to substance use and addictive behaviours are mental and behavioural disorders that develop as a result of the use of predominantly psychoactive substances, including medications, or specific repetitive rewarding and reinforcing behaviours.
**Note: The ICD-11 lists 20 additional subcategories of Substance Use Disorder. They can be found [https://icd.who.int/browse11/l-m/en#/http://id.who.int/icd/entity/1602669465 here].
&lt;big&gt;'''DSM Diagnostic Criteria for Substance Use Disorder'''&lt;/big&gt;
*Substance use disorder is a DSM disorder in the Substance-Related and Addictive Disorders chapter. It is characterized by the use of substances in a manner that leads to clinically significant impairment or distress.
* The diagnostic criteria for Substance Use Disorder disorder changed slightly from [[DSM-IV]] to [[w:Diagnostic_and_Statistical_Manual_of_Mental_Disorders#DSM-IV-TR_.282000.29|DSM-5]]. Summaries are available [http://www.dsm5.org/Documents/changes%20from%20dsm-iv-tr%20to%20dsm-5.pdf here].
{{blockquotebottom}}
=== Base rates of SUD in different populations and clinical settings ===
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
|-
! Setting
! Base Rate
! Demography
! Diagnostic Method
|-
| General population of North Carolina, aged 12 or older
| 6.7%
| North Carolina
| National Survey on Drug Use and Health (NSDUH), 2009 to 2013
|-
| 43,093 individuals, 18+ years old collected between 2001 and 2002&lt;ref&gt;Hasin DS, Grant BF. The National Epidemiologic Survey on Alcohol and Related Conditions (NESARC) Waves 1 and 2: review and summary of findings. Soc Psychiatry Psychiatr Epidemiol. 2015 Nov;50(11):1609-40. doi: 10.1007/s00127-015-1088-0. Epub 2015 Jul 26. PMID: 26210739.&lt;/ref&gt;
| 17.8 (0.5) Alcohol Abuse; 12.5 (0.4) Alcohol Dependence; 7.7 (0.2) Drug Abuse; 2.6 (0.1) Drug Dependence
| United States General Adult Population: National Epidemiologic Survey on Alcohol and Related Conditions (NESARC)
(Grant et al., 2007)
| National Institute on Alcohol Abuse and Alcoholism Alcohol Use Disorder and Associated Disabilities Interview Schedule- DSM IV Version (AUDADIS-IV)
|-
| 9,282 adults, 18+ years old ; collected between 2001 and 2003&lt;ref&gt;{{cite journal|last1=Kessler|first1=RC|last2=Green|first2=JG|last3=Gruber|first3=MJ|last4=Sampson|first4=NA|last5=Bromet|first5=E|last6=Cuitan|first6=M|last7=Furukawa|first7=TA|last8=Gureje|first8=O|last9=Hinkov|first9=H|date=June 2010|title=Screening for serious mental illness in the general population with the K6 screening scale: results from the WHO World Mental Health (WMH) survey initiative.|journal=International journal of methods in psychiatric research|volume=19 Suppl 1|pages=4-22|pmid=20527002|last10=Hu|first10=CY|last11=Lara|first11=C|last12=Lee|first12=S|last13=Mneimneh|first13=Z|last14=Myer|first14=L|last15=Oakley-Browne|first15=M|last16=Posada-Villa|first16=J|last17=Sagar|first17=R|last18=Viana|first18=MC|last19=Zaslavsky|first19=AM}}&lt;/ref&gt;
| 13.2 (0.6) Alcohol Abuse; 5.4 (0.3) Alcohol Dependence; 7.9 (0.4) Drug Abuse; 3.0 (0.2) Drug Dependence
| United States General Adult Population: National Comorbidity Survey Replication (NCS-R)
| World Mental Health Survey Initiative Version of the World Health Organization Composite International Diagnostic Interview (WMH-CIDI) which generates DSM-IV and International Classification of Diseases, 10th revision diagnoses
|-
| Urban General Medicine Practice, low-income primary care patients, 75% Hispanic&lt;ref&gt;{{cite journal|last1=Olfson|first1=M|last2=Shea|first2=S|last3=Feder|first3=A|last4=Fuentes|first4=M|last5=Nomura|first5=Y|last6=Gameroff|first6=M|last7=Weissman|first7=MM|date=NaN|title=Prevalence of anxiety, depression, and substance use disorders in an urban general medicine practice.|journal=Archives of family medicine|volume=9|issue=9|pages=876-83|pmid=11031395}}&lt;/ref&gt;
| 7.9%
| New York
| Patient Health Questionnaire
|-
| Incarcerated females&lt;ref&gt;{{cite journal|last1=Teplin|first1=LA|last2=Abram|first2=KM|last3=McClelland|first3=GM|date=June 1996|title=Prevalence of psychiatric disorders among incarcerated women. I. Pretrial jail detainees.|journal=Archives of general psychiatry|volume=53|issue=6|pages=505-12|pmid=8639033}}&lt;/ref&gt;
| 70.2%
| Chicago prison - 40 % African American, 33% White, 25 % Hispanic
| National Institute of Mental Health Diagnostic Interview Schedule Version 11I-R (NIMH DIS-III-R)
|-
|Incarcerated females (updated)

(Proctor 2012)
| 70% dependent
| Minnesota State Prison System- 801 females, 18-58 years old, 57.7% Caucasian, 21.5% African American, 13.2% Native American
|Substance Use Disorder Diagnostic Schedule-IV (SUDDS-IV)
|-
| Incarcerated male youths&lt;ref&gt;{{cite journal|last1=Wasserman|first1=GA|last2=McReynolds|first2=LS|last3=Lucas|first3=CP|last4=Fisher|first4=P|last5=Santos|first5=L|date=March 2002|title=The voice DISC-IV with incarcerated male youths: prevalence of disorder.|journal=Journal of the American Academy of Child and Adolescent Psychiatry|volume=41|issue=3|pages=314-21|pmid=11886026}}&lt;/ref&gt;
| 56.4%
| Texas state prison – 45 % African American, 33% White, 20% Hispanic
|Structured Clinical Interview for DSM IV – Substance Use Disorders Module
|-
| Individuals with schizophrenia across settings&lt;ref&gt;{{cite journal|last1=Regier|first1=DA|last2=Farmer|first2=ME|last3=Rae|first3=DS|last4=Locke|first4=BZ|last5=Keith|first5=SJ|last6=Judd|first6=LL|last7=Goodwin|first7=FK|date=21 November 1990|title=Comorbidity of mental disorders with alcohol and other drug abuse. Results from the Epidemiologic Catchment Area (ECA) Study.|journal=JAMA|volume=264|issue=19|pages=2511-8|pmid=2232018}}&lt;/ref&gt;
| 47%
| New Haven, CT; Baltimore, MD; St. Louis, MO; Durham, NC; Los Angeles, CA
| National Institute of Mental Health (NIMH) Diagnostic Interview Schedule
|-
| HIV+ men in community health clinics&lt;ref&gt;{{cite journal|last1=Dew|first1=MA|last2=Becker|first2=JT|last3=Sanchez|first3=J|last4=Caldararo|first4=R|last5=Lopez|first5=OL|last6=Wess|first6=J|last7=Dorst|first7=SK|last8=Banks|first8=G|date=March 1997|title=Prevalence and predictors of depressive, anxiety and substance use disorders in HIV-infected and uninfected men: a longitudinal evaluation.|journal=Psychological medicine|volume=27|issue=2|pages=395-409|pmid=9089832}}&lt;/ref&gt;
| 24.4%
| Alleghany County, PA
| Structured Clinical Interview for DSM-III-R
|-
| Internal medicine inpatients&lt;ref&gt;{{cite journal|last1=Hansen|first1=MS|last2=Fink|first2=P|last3=Frydenberg|first3=M|last4=Oxhøj|first4=M|last5=Søndergaard|first5=L|last6=Munk-Jørgensen|first6=P|date=April 2001|title=Mental disorders among internal medical inpatients: prevalence, detection, and treatment status.|journal=Journal of psychosomatic research|volume=50|issue=4|pages=199-204|pmid=11369025}}&lt;/ref&gt;
| 10.9%
| Denmark
| Symptom Check List (SCL-8)
|}

== [[Evidence based assessment/Prediction phase|'''Prediction phase''']] ==

=== Psychometric properties of screening measures for Substance Use Disorder ===
The following section contains a list of screening and diagnostic instruments for Substance Use Disorder.

=== Screening instruments and diagnostic interviews ===

{| class=&quot;wikitable sortable&quot;
|-
! Measure 
!Format (Reporter)
!Age Range
!Administration/
Completion Time
|-
|[https://osf.io/x9smc Structured Clinical International Diagnostic Interview (SCID-I)]
|Interview
|Adults
|30 minutes-3 hours
|-
|[https://osf.io/h2n9j/?view_only=ec71313a9e844abb977e241b5443f0db Substance Dependence Severity Scale (SDSS)]
|Interview
|16-adult
|30-45 minutes 
|-
|[https://osf.io/7dh4s Global Appraisal of Individual Needs- Initial (GAIN-I) ($1.00 license fee per project for use of Beta version)]
|Interview
|12-adult
|1.5-2.5 hours
|}

'''Note:''' Reliability and validity are included in the extended version [[Evidence-based assessment/Substance use disorder (disorder portfolio)/extended version|here]]. This table includes measures with Good or Excellent ratings.  
 
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
|-
! Screening Measure (Primary Reference)
! AUC
! LR+ (Score)
! LR- (Score)
! Clinical Generalizability 
|-
| [https://osf.io/gq86m/?view_only=628c7440cb5e4cbead514916f342a8cf Kessler 6 Screening Scale (K6)] &lt;ref&gt;{{cite journal|last1=Kessler|first1=RC|last2=Green|first2=JG|last3=Gruber|first3=MJ|last4=Sampson|first4=NA|last5=Bromet|first5=E|last6=Cuitan|first6=M|last7=Furukawa|first7=TA|last8=Gureje|first8=O|last9=Hinkov|first9=H|last10=Hu|first10=CY|last11=Lara|first11=C|last12=Lee|first12=S|last13=Mneimneh|first13=Z|last14=Myer|first14=L|last15=Oakley-Browne|first15=M|last16=Posada-Villa|first16=J|last17=Sagar|first17=R|last18=Viana|first18=MC|last19=Zaslavsky|first19=AM|title=Screening for serious mental illness in the general population with the K6 screening scale: results from the WHO World Mental Health (WMH) survey initiative.|journal=International journal of methods in psychiatric research|date=June 2010|volume=19 Suppl 1|pages=4-22|pmid=20527002}}&lt;/ref&gt;&lt;ref&gt;Swartz, J. A., &amp; Lurigio, A. J. (2006). Screening for serious mental illness in populations with co-occurring substance use disorders: Performance of the K6 scale. Journal of substance abuse treatment, 31(3), 287-296&lt;/ref&gt;
| 0.84
(N=41,770)
| 3.96
(13+)
| 0.296 
(0-12)
| High: The sample of 41,770 was drawn from initial surveys that were carried out in 14 countries.
|-
| [https://osf.io/czhgd Alcohol, Smoking and Substance Involvement Screening Test (ASSIST)]&lt;ref&gt;{{cite journal|last1=Humeniuk|first1=R|last2=Ali|first2=R|last3=Babor|first3=TF|last4=Farrell|first4=M|last5=Formigoni|first5=ML|last6=Jittiwutikarn|first6=J|last7=de Lacerda|first7=RB|last8=Ling|first8=W|last9=Marsden|first9=J|last10=Monteiro|first10=M|last11=Nhiwatiwa|first11=S|last12=Pal|first12=H|last13=Poznyak|first13=V|last14=Simon|first14=S|title=Validation of the Alcohol, Smoking And Substance Involvement Screening Test (ASSIST).|journal=Addiction (Abingdon, England)|date=June 2008|volume=103|issue=6|pages=1039-47|pmid=18373724}}&lt;/ref&gt;
| 0.84
(N=1,047)
| 2.76
| 0.28
| High: The sample of 1,047 participants was drawn from drug treatment and primary health care settings in Australia, Brazil, India, Thailand, the United Kingdom, the U.S. and Zimbabwe.
|-
| [https://osf.io/nk5vx/?view_only=348d7f1ee5e741f8a6657233403dda66 Drug Use Disorders Identification Test (DUDIT)]&lt;ref&gt;{{Cite journal|last=Voluse|first=Andrew C.|last2=Gioia|first2=Christopher J.|last3=Sobell|first3=Linda Carter|last4=Dum|first4=Mariam|last5=Sobell|first5=Mark B.|last6=Simco|first6=Edward R.|title=Psychometric properties of the Drug Use Disorders Identification Test (DUDIT) with substance abusers in outpatient and residential treatment|url=https://doi.org/10.1016/j.addbeh.2011.07.030|journal=Addictive Behaviors|volume=37|issue=1|pages=36–41|doi=10.1016/j.addbeh.2011.07.030}}&lt;/ref&gt;
|0.95
(N=153)
| 6
|0.12
| High: 153 participants from outpatient and residential substance use treatment programs
|}

'''Note:''' “LR+” refers to the change in likelihood ratio associated with a positive test score, and “LR-” is the likelihood ratio for a low score. Likelihood ratios of 1 indicate that the test result did not change impressions at all. LRs larger than 10 or smaller than 0.1 are frequently clinically decisive; 5 or 0.2 are helpful, and between 2.0 and 0.5 are small enough that they rarely result in clinically meaningful changes of formulation (Sackett et al., 2000).

''' Search terms''': [substance use OR substance use disorders] AND [sensitivity OR specificity] in Google Scholar and PsycINFO

=='''[[Evidence-based assessment/Prescription phase|Prescription phase]]'''==

===Gold standard diagnostic interviews===

* For a list of broad reaching diagnostic interviews sortable by disorder with PDFs (if applicable), [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prescription_phase&amp;wteswitched=1#Common_Diagnostic_Interviews click here.]

===Recommended diagnostic interviews for substance use disorder===
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
! colspan=&quot;5&quot; |Diagnostic instruments for '''(insert portfolio name)'''
|-
! Measure
! Format (Reporter)
! Age Range
! Administration/
Completion Time
!Where to Access
|-
| Diagnostic Interview Schedule- IV
|
|
|
|

|-
| Structured Clinical Interview for DSM-IV
|
|
|
|
|-
| The Psychiatric Research Interview for Substance and Mental Disorders
|
|
|
|
|-
|International Classification of Diseases, version 10
|
|
|
|
|-
|The Mini International Psychiatric Interview (M.I.N.I)&lt;ref name=&quot;Sheehan1998&quot; /&gt;
|
|
|
|
|}
'''Note:''' Reliability and validity are included in the extended version (link). This table includes measures with Good or Excellent ratings.

== '''[[Evidence-based assessment/Process phase|Process phase]]''' ==
In the United States, according to SAMHSA, of the 8.9 million adults with a dual diagnosis, 44% received some form of treatment in the past year. Given the frequent co-occurrence of mood disorders and substance use disorders, the recommended first step in treatment is for clinicians to deliver a comprehensive screening evaluation that will inform their treatment approach. There are a host of empirically supported treatments for substance use disorders, though medication interventions and psychotherapy are most common. 

=== Medication ===
Specifically, medications have been shown to be most effective in the treatment of alcohol and opioid dependence. Naltrexone (50 mg/day) administered for 12 weeks has been shown to decrease cravings for alcohol and the number of days in which alcohol was consumed.&lt;ref&gt;{{cite journal|last1=Volpicelli|first1=JR|last2=Alterman|first2=AI|last3=Hayashida|first3=M|last4=O'Brien|first4=CP|title=Naltrexone in the treatment of alcohol dependence.|journal=Archives of general psychiatry|date=November 1992|volume=49|issue=11|pages=876-80|pmid=1345133}}&lt;/ref&gt; Disulfiram (250 mg/day), administered for one year, has been shown to help reduce drinking frequency after relapse.&lt;ref&gt;{{cite journal|last1=Chick|first1=J|last2=Gough|first2=K|last3=Falkowski|first3=W|last4=Kershaw|first4=P|last5=Hore|first5=B|last6=Mehta|first6=B|last7=Ritson|first7=B|last8=Ropner|first8=R|last9=Torley|first9=D|title=Disulfiram treatment of alcoholism.|journal=The British journal of psychiatry : the journal of mental science|date=July 1992|volume=161|pages=84-9|pmid=1638335}}&lt;/ref&gt;&lt;ref name=&quot;Fuller1986&quot;&gt;{{cite journal|last1=Fuller|first1=RK|last2=Branchey|first2=L|last3=Brightwell|first3=DR|last4=Derman|first4=RM|last5=Emrick|first5=CD|last6=Iber|first6=FL|last7=James|first7=KE|last8=Lacoursiere|first8=RB|last9=Lee|first9=KK|last10=Lowenstam|first10=I|title=Disulfiram treatment of alcoholism. A Veterans Administration cooperative study.|journal=JAMA|date=19 September 1986|volume=256|issue=11|pages=1449-55|pmid=3528541}}&lt;/ref&gt; In the context of opioid dependence, Methadone has been the gold standard medication treatment for over 30 years. 

According to numerous studies, patients on higher doses of methadone (&gt;50mg/day) report less illicit opioid use, as well as increased retention rates in treatment.&lt;ref&gt;{{cite journal|last1=Farrell|first1=M|last2=Ward|first2=J|last3=Mattick|first3=R|last4=Hall|first4=W|last5=Stimson|first5=G|last6=Des Jarlais|first6=D|last7=Gossop|first7=M|last8=Strang|first8=J|title=Methadone maintenance treatment in opiate dependence: a review.|journal=British Medical Journal|date=1994.|volume=309|issue=6960|page=997}}&lt;/ref&gt; Buprenorphine is an alternative to Methadone to treat opioid dependence and research similarly supports its clinical efficacy. Buprenorphine (60 mg/day) has been shown to bring about improved retention rates, as well as reduced illicit opioid use.

=== Therapy ===

==== Cognitive Behavioral Therapies ====
While medication serves as an effective intervention for some with drug dependence, behavioral interventions are also empirically supported. A number of studies suggest that CBT is an effective intervention for substance use. In a 2010 review, McHugh, Hearon and Otto&lt;ref&gt;{{cite journal|last1=McHugh|first1=RK|last2=Hearon|first2=BA|last3=Otto|first3=MW|title=Cognitive behavioral therapy for substance use disorders.|journal=The Psychiatric clinics of North America|date=September 2010|volume=33|issue=3|pages=511-25|pmid=20599130}}&lt;/ref&gt; found that CBT for substance use, which synthesizes cognitive and motivational elements, as well as skills-building interventions, is effective both as a stand-alone treatment and when combined with other treatments. Acceptance and Commitment Therapy (ACT) has also been used to treat substance-using populations with encouraging results. Specifically, Lanza and Menéndez&lt;ref&gt;{{cite journal|last1=Villagrá Lanza|first1=P|last2=González Menéndez|first2=A|title=Acceptance and Commitment Therapy for drug abuse in incarcerated women.|journal=Psicothema|date=2013|volume=25|issue=3|pages=307-12|pmid=23910743}}&lt;/ref&gt; employed a 16-session ACT in the treatment of incarcerated females. In this population, abstinence rates, as well as anxiety sensitivity and other comorbid psychopathology showed improvement. Another behavior intervention that has been successfully implemented is Mindfulness Therapy for Substance Use.&lt;ref&gt;{{cite journal|last1=Marcus|first1=Marianne T.|last2=Zgierska|first2=Aleksandra|title=Mindfulness-Based Therapies for Substance Use Disorders: Part 1|journal=Substance Abuse|date=27 October 2009|volume=30|issue=4|pages=263–265|doi=10.1080/08897070903250027}}&lt;/ref&gt; Research indicates that this modality is effective across a range of populations through use of methods that help patients to develop nonreactive, acceptance behaviors.

==== Contingency Management ====
One common technique implemented as a treatment method across psychiatric disorders is contingency management, wherein the problematic behavior of the individual is closely monitored and reinforcers are delivered contingent upon detection of a target behavior.&lt;ref&gt;{{cite book|last1=al.]|first1=Scott W. Henggeler ... [et|title=Contingency management for adolescent substance abuse : a practitioner's guide|date=2012|publisher=Guilford Press|location=New York, NY|isbn=1462502474}}&lt;/ref&gt; In the case of substance use, abstinence is monitored via urine screens or other objective methods and the patient is rewarded for abstinence through prizes or vouchers, which are conversely withheld in the event that the patient does not remain abstinent as determined by urine screening or related methods. Recent work has demonstrated that contingency management can be an effective method for delaying time to first use after treatment and achieving short-term sobriety in individuals with substance use disorders. However, the effects of this intervention seem to be contingent upon the magnitude of the reward, and effects are not evident long-term.&lt;ref&gt;{{cite journal|last1=Petry|first1=NM|last2=Alessi|first2=SM|last3=Barry|first3=D|last4=Carroll|first4=KM|title=Standard magnitude prize reinforcers can be as efficacious as larger magnitude reinforcers in cocaine-dependent methadone patients.|journal=Journal of consulting and clinical psychology|date=June 2015|volume=83|issue=3|pages=464-72|pmid=25198284}}&lt;/ref&gt;

==== Motivational Interviewing ====
Motivational Interviewing is a treatment option that seems to be particularly useful for individuals who are ambivalent about changing behavior. This type of intervention requires the therapist to build a collaborative relationship with the patient, using empathic and non-confrontational approaches to help the patient enhance personal motivation to change.&lt;ref&gt;{{cite book|last1=Miller|first1=William R.|last2=Rollnick|first2=Stephen|title=Motivational interviewing : helping people change|date=2013|publisher=Guilford Press|location=New York, NY|isbn=1609182278|edition=3rd}}&lt;/ref&gt; Finally, behavioral activation therapy attempts to address comorbid diagnoses commonly occurring with substance use disorders (i.e., depression) in an attempt to improve outcomes for individuals who may be harder to treat. This technique aims to increase positive reinforcers and decrease intensity and occurrences of negative consequences and life events. This treatment approach has been effective in reducing severity of depression and anxiety symptoms, and increasing enjoyment and reward value of posttreatment activities as compared to treatment as usual.&lt;ref&gt;{{cite journal|last1=Daughters|first1=SB|last2=Braun|first2=AR|last3=Sargeant|first3=MN|last4=Reynolds|first4=EK|last5=Hopko|first5=DR|last6=Blanco|first6=C|last7=Lejuez|first7=CW|title=Effectiveness of a brief behavioral treatment for inner-city illicit drug users with elevated depressive symptoms: the life enhancement treatment for substance use (LETS Act!).|journal=The Journal of clinical psychiatry|date=January 2008|volume=69|issue=1|pages=122-9|pmid=18312046}}&lt;/ref&gt;

== Process and Progress measures ==

==== Clinically significant change benchmarks with common instruments and mood rating scales ====

{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
|-
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:120%&quot; width=&quot;300&quot; | &lt;b&gt; &lt;/b&gt;
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:120%&quot; width=&quot;300&quot; | &lt;b&gt; Cut* Scores&lt;/b&gt;
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:120%&quot; | &lt;b&gt; Critical Change &lt;br&gt; (Unstandardized Scores)&lt;/b&gt;
|-
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:130%;&quot; | &lt;b&gt; Measure&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; A&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; B&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; C&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; 95%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; 90%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; SE&lt;sub&gt;difference&lt;/sub&gt;&lt;/b&gt;
|-
| colspan=&quot;9&quot;  span style=&quot;font-size:110%; text-align:center;&quot; | &lt;b&gt; Benchmarks Based on Published Norms&lt;/b&gt;
|-
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:100%;&quot; | ''[https://osf.io/wn3rb Rutgers Alcohol Problem Index]''&lt;ref name=&quot;Roberts&quot;&gt;{{cite journal|last1=Roberts|first1=LJ|last2=Neal|first2=DJ|last3=Kivlahan|first3=DR|last4=Baer|first4=JS|last5=Marlatt|first5=GA|title=Individual drinking changes following a brief intervention among college students: clinical significance in an indicated preventive context.|journal=Journal of consulting and clinical psychology|date=June 2000|volume=68|issue=3|pages=500-5|pmid=10883566}}&lt;/ref&gt; &lt;ref name=&quot;White1989&quot;&gt;{{cite journal|last1=White|first1=HR|last2=Labouvie|first2=EW|title=Towards the assessment of adolescent problem drinking.|journal=Journal of studies on alcohol|date=January 1989|volume=50|issue=1|pages=30-7|pmid=2927120}}&lt;/ref&gt;
|span style=&quot;text-align:center;font-size:100%;&quot; |0.8
|span style=&quot;text-align:center;font-size:100%;&quot; | 4.9
|span style=&quot;text-align:center;font-size:100%;&quot; | 4.0
|span style=&quot;text-align:center;font-size:100%;&quot; | 4.1
|span style=&quot;text-align:center;font-size:100%;&quot; | 3.5
|span style=&quot;text-align:center;font-size:100%;&quot; | 2.1
|-
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:100%;&quot;| ''[https://osf.io/vudep Alcohol Dependence Scale (ADS)]''&lt;ref name=&quot;Roberts&quot; /&gt; [https://osf.io/vudep (copyrighted)]
|span style=&quot;text-align:center;font-size:100%;&quot; | 1.2
|span style=&quot;text-align:center;font-size:100%;&quot; | 9.9
|span style=&quot;text-align:center;font-size:100%;&quot; | 7.8 
|span style=&quot;text-align:center;font-size:100%;&quot; | 1.4
|span style=&quot;text-align:center;font-size:100%;&quot; | 1.2 
|span style=&quot;text-align:center;font-size:100%;&quot; | 0.7
|-
|colspan=&quot;3&quot; style=&quot;text-align:center;font-size:100%;&quot;| ''[https://osf.io/23mwt/?view_only=1924fe3e90334b11bb1e099a691b2ffb Drug Abuse Screening Test (DAST)]'' &lt;ref&gt;{{cite journal|last1=Skinner|first1=HA|title=The drug abuse screening test.|journal=Addictive behaviors|date=1982|volume=7|issue=4|pages=363-71|pmid=7183189}}&lt;/ref&gt;
|span style=&quot;text-align:center;font-size:100%;&quot; | 0.1
|span style=&quot;text-align:center;font-size:100%;&quot; | 2.6 
|span style=&quot;text-align:center;font-size:100%;&quot; | 1.8
|span style=&quot;text-align:center;font-size:100%;&quot; | 1.6
|span style=&quot;text-align:center;font-size:100%;&quot; | 1.3
|span style=&quot;text-align:center;font-size:100%;&quot; | 0.8
|}

'''Note:''' &quot;A&quot; = Away from the clinical range, &quot;B&quot; = Back into the nonclinical range, &quot;C&quot; = Closer to the nonclinical than clinical mean.

'''Search terms''': [substance use OR substance use disorder] AND [clinical significance OR outcomes] in Google Scholar and PsycINFO

==Web based resources==
* '''[http://www.drugabuse.gov National Institute on Drug Abuse]'''

* '''[http://www.samhsa.gov/treatment/ Substance Abuse and Mental Health Services Administration (SAMHSA)]'''

* '''[http://www.addictionrecoveryguide.org/ The Addiction Recovery Guide]'''

* [http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/drug-and-alcohol-abuse/ EffectiveChildTherapy.Org information on Substance Abuse]

* [https://sccap53.org Society of Clinical Child and Adolescent Psychology]

==References==
{{collapse top|Click Expand for references}}
{{reflist|2}}
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{{collapse bottom}}
[[Category:Psychological disorder portfolios|{{SUBPAGENAME}}]]</text>
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{{medical disclaimer}}
{{:{{BASEPAGENAME}}/Sidebar}}

==[[Evidence based assessment/Portfolio template/What is a &quot;portfolio&quot;|'''What is a &quot;portfolio?&quot;''']]==
For background information on what assessment portfolios are, click the link in the heading above. 

Want even 'more' information about this topic? There's an extended version of this page [[Evidence-based assessment/Substance use disorder (disorder portfolio)/extended version|here]]. 

== [[Evidence-based assessment/Preparation phase|'''Preparation Phase''']] ==
{{blockquotetop}}
&lt;big&gt;'''Diagnostic Criteria for Substance Use Disorder'''&lt;/big&gt;
&lt;big&gt;'''ICD-11 Diagnostic Criteria for Substance Use Disorder'''&lt;/big&gt;
*Disorders due to substance use and addictive behaviours are mental and behavioural disorders that develop as a result of the use of predominantly psychoactive substances, including medications, or specific repetitive rewarding and reinforcing behaviours.
**Note: The ICD-11 lists 20 additional subcategories of Substance Use Disorder. They can be found [https://icd.who.int/browse11/l-m/en#/http://id.who.int/icd/entity/1602669465 here].
&lt;big&gt;'''DSM Diagnostic Criteria for Substance Use Disorder'''&lt;/big&gt;
*Substance use disorder is a DSM disorder in the Substance-Related and Addictive Disorders chapter. It is characterized by the use of substances in a manner that leads to clinically significant impairment or distress.
* The diagnostic criteria for Substance Use Disorder disorder changed slightly from [[DSM-IV]] to [[w:Diagnostic_and_Statistical_Manual_of_Mental_Disorders#DSM-IV-TR_.282000.29|DSM-5]]. Summaries are available [http://www.dsm5.org/Documents/changes%20from%20dsm-iv-tr%20to%20dsm-5.pdf here].
{{blockquotebottom}}
=== Base rates of SUD in different populations and clinical settings ===
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
|-
! Setting
! Base Rate
! Demography
! Diagnostic Method
|-
| General population of North Carolina, aged 12 or older
| 6.7%
| North Carolina
| National Survey on Drug Use and Health (NSDUH), 2009 to 2013
|-
| 43,093 individuals, 18+ years old collected between 2001 and 2002&lt;ref&gt;Hasin DS, Grant BF. The National Epidemiologic Survey on Alcohol and Related Conditions (NESARC) Waves 1 and 2: review and summary of findings. Soc Psychiatry Psychiatr Epidemiol. 2015 Nov;50(11):1609-40. doi: 10.1007/s00127-015-1088-0. Epub 2015 Jul 26. PMID: 26210739.&lt;/ref&gt;
| 17.8 (0.5) Alcohol Abuse; 12.5 (0.4) Alcohol Dependence; 7.7 (0.2) Drug Abuse; 2.6 (0.1) Drug Dependence
| United States General Adult Population: National Epidemiologic Survey on Alcohol and Related Conditions (NESARC)
(Grant et al., 2007)
| National Institute on Alcohol Abuse and Alcoholism Alcohol Use Disorder and Associated Disabilities Interview Schedule- DSM IV Version (AUDADIS-IV)
|-
| 9,282 adults, 18+ years old ; collected between 2001 and 2003&lt;ref&gt;{{cite journal|last1=Kessler|first1=RC|last2=Green|first2=JG|last3=Gruber|first3=MJ|last4=Sampson|first4=NA|last5=Bromet|first5=E|last6=Cuitan|first6=M|last7=Furukawa|first7=TA|last8=Gureje|first8=O|last9=Hinkov|first9=H|date=June 2010|title=Screening for serious mental illness in the general population with the K6 screening scale: results from the WHO World Mental Health (WMH) survey initiative.|journal=International journal of methods in psychiatric research|volume=19 Suppl 1|pages=4-22|pmid=20527002|last10=Hu|first10=CY|last11=Lara|first11=C|last12=Lee|first12=S|last13=Mneimneh|first13=Z|last14=Myer|first14=L|last15=Oakley-Browne|first15=M|last16=Posada-Villa|first16=J|last17=Sagar|first17=R|last18=Viana|first18=MC|last19=Zaslavsky|first19=AM}}&lt;/ref&gt;
| 13.2 (0.6) Alcohol Abuse; 5.4 (0.3) Alcohol Dependence; 7.9 (0.4) Drug Abuse; 3.0 (0.2) Drug Dependence
| United States General Adult Population: National Comorbidity Survey Replication (NCS-R)
| World Mental Health Survey Initiative Version of the World Health Organization Composite International Diagnostic Interview (WMH-CIDI) which generates DSM-IV and International Classification of Diseases, 10th revision diagnoses
|-
| Urban General Medicine Practice, low-income primary care patients, 75% Hispanic&lt;ref&gt;{{cite journal|last1=Olfson|first1=M|last2=Shea|first2=S|last3=Feder|first3=A|last4=Fuentes|first4=M|last5=Nomura|first5=Y|last6=Gameroff|first6=M|last7=Weissman|first7=MM|date=NaN|title=Prevalence of anxiety, depression, and substance use disorders in an urban general medicine practice.|journal=Archives of family medicine|volume=9|issue=9|pages=876-83|pmid=11031395}}&lt;/ref&gt;
| 7.9%
| New York
| Patient Health Questionnaire
|-
| Incarcerated females&lt;ref&gt;{{cite journal|last1=Teplin|first1=LA|last2=Abram|first2=KM|last3=McClelland|first3=GM|date=June 1996|title=Prevalence of psychiatric disorders among incarcerated women. I. Pretrial jail detainees.|journal=Archives of general psychiatry|volume=53|issue=6|pages=505-12|pmid=8639033}}&lt;/ref&gt;
| 70.2%
| Chicago prison - 40 % African American, 33% White, 25 % Hispanic
| National Institute of Mental Health Diagnostic Interview Schedule Version 11I-R (NIMH DIS-III-R)
|-
|Incarcerated females (updated)

(Proctor 2012)
| 70% dependent
| Minnesota State Prison System- 801 females, 18-58 years old, 57.7% Caucasian, 21.5% African American, 13.2% Native American
|Substance Use Disorder Diagnostic Schedule-IV (SUDDS-IV)
|-
| Incarcerated male youths&lt;ref&gt;{{cite journal|last1=Wasserman|first1=GA|last2=McReynolds|first2=LS|last3=Lucas|first3=CP|last4=Fisher|first4=P|last5=Santos|first5=L|date=March 2002|title=The voice DISC-IV with incarcerated male youths: prevalence of disorder.|journal=Journal of the American Academy of Child and Adolescent Psychiatry|volume=41|issue=3|pages=314-21|pmid=11886026}}&lt;/ref&gt;
| 56.4%
| Texas state prison – 45 % African American, 33% White, 20% Hispanic
|Structured Clinical Interview for DSM IV – Substance Use Disorders Module
|-
| Individuals with schizophrenia across settings&lt;ref&gt;{{cite journal|last1=Regier|first1=DA|last2=Farmer|first2=ME|last3=Rae|first3=DS|last4=Locke|first4=BZ|last5=Keith|first5=SJ|last6=Judd|first6=LL|last7=Goodwin|first7=FK|date=21 November 1990|title=Comorbidity of mental disorders with alcohol and other drug abuse. Results from the Epidemiologic Catchment Area (ECA) Study.|journal=JAMA|volume=264|issue=19|pages=2511-8|pmid=2232018}}&lt;/ref&gt;
| 47%
| New Haven, CT; Baltimore, MD; St. Louis, MO; Durham, NC; Los Angeles, CA
| National Institute of Mental Health (NIMH) Diagnostic Interview Schedule
|-
| HIV+ men in community health clinics&lt;ref&gt;{{cite journal|last1=Dew|first1=MA|last2=Becker|first2=JT|last3=Sanchez|first3=J|last4=Caldararo|first4=R|last5=Lopez|first5=OL|last6=Wess|first6=J|last7=Dorst|first7=SK|last8=Banks|first8=G|date=March 1997|title=Prevalence and predictors of depressive, anxiety and substance use disorders in HIV-infected and uninfected men: a longitudinal evaluation.|journal=Psychological medicine|volume=27|issue=2|pages=395-409|pmid=9089832}}&lt;/ref&gt;
| 24.4%
| Alleghany County, PA
| Structured Clinical Interview for DSM-III-R
|-
| Internal medicine inpatients&lt;ref&gt;{{cite journal|last1=Hansen|first1=MS|last2=Fink|first2=P|last3=Frydenberg|first3=M|last4=Oxhøj|first4=M|last5=Søndergaard|first5=L|last6=Munk-Jørgensen|first6=P|date=April 2001|title=Mental disorders among internal medical inpatients: prevalence, detection, and treatment status.|journal=Journal of psychosomatic research|volume=50|issue=4|pages=199-204|pmid=11369025}}&lt;/ref&gt;
| 10.9%
| Denmark
| Symptom Check List (SCL-8)
|}

== [[Evidence based assessment/Prediction phase|'''Prediction phase''']] ==

=== Psychometric properties of screening measures for Substance Use Disorder ===
The following section contains a list of screening and diagnostic instruments for Substance Use Disorder.

=== Screening instruments and diagnostic interviews ===

{| class=&quot;wikitable sortable&quot;
|-
! Measure 
!Format (Reporter)
!Age Range
!Administration/
Completion Time
|-
|[https://osf.io/x9smc Structured Clinical International Diagnostic Interview (SCID-I)]
|Interview
|Adults
|30 minutes-3 hours
|-
|[https://osf.io/h2n9j/?view_only=ec71313a9e844abb977e241b5443f0db Substance Dependence Severity Scale (SDSS)]
|Interview
|16-adult
|30-45 minutes 
|-
|[https://osf.io/7dh4s Global Appraisal of Individual Needs- Initial (GAIN-I) ($1.00 license fee per project for use of Beta version)]
|Interview
|12-adult
|1.5-2.5 hours
|}

'''Note:''' Reliability and validity are included in the extended version [[Evidence-based assessment/Substance use disorder (disorder portfolio)/extended version|here]]. This table includes measures with Good or Excellent ratings.  

=== Likelihood ratios and AUCs of screening measures for '''(insert portfolio name)''' ===

* '''''For a list of the likelihood ratios for more broadly reaching screening instruments, [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prediction_phase&amp;wteswitched=1#Likelihood_ratios_and_AUCs_of_common_screening_instruments click here.]'''''

{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
|-
! Screening Measure (Primary Reference)
! AUC
! LR+ (Score)
! LR- (Score)
! Clinical Generalizability 
|-
| [https://osf.io/gq86m/?view_only=628c7440cb5e4cbead514916f342a8cf Kessler 6 Screening Scale (K6)] &lt;ref&gt;{{cite journal|last1=Kessler|first1=RC|last2=Green|first2=JG|last3=Gruber|first3=MJ|last4=Sampson|first4=NA|last5=Bromet|first5=E|last6=Cuitan|first6=M|last7=Furukawa|first7=TA|last8=Gureje|first8=O|last9=Hinkov|first9=H|last10=Hu|first10=CY|last11=Lara|first11=C|last12=Lee|first12=S|last13=Mneimneh|first13=Z|last14=Myer|first14=L|last15=Oakley-Browne|first15=M|last16=Posada-Villa|first16=J|last17=Sagar|first17=R|last18=Viana|first18=MC|last19=Zaslavsky|first19=AM|title=Screening for serious mental illness in the general population with the K6 screening scale: results from the WHO World Mental Health (WMH) survey initiative.|journal=International journal of methods in psychiatric research|date=June 2010|volume=19 Suppl 1|pages=4-22|pmid=20527002}}&lt;/ref&gt;&lt;ref&gt;Swartz, J. A., &amp; Lurigio, A. J. (2006). Screening for serious mental illness in populations with co-occurring substance use disorders: Performance of the K6 scale. Journal of substance abuse treatment, 31(3), 287-296&lt;/ref&gt;
| 0.84
(N=41,770)
| 3.96
(13+)
| 0.296 
(0-12)
| High: The sample of 41,770 was drawn from initial surveys that were carried out in 14 countries.
|-
| [https://osf.io/czhgd Alcohol, Smoking and Substance Involvement Screening Test (ASSIST)]&lt;ref&gt;{{cite journal|last1=Humeniuk|first1=R|last2=Ali|first2=R|last3=Babor|first3=TF|last4=Farrell|first4=M|last5=Formigoni|first5=ML|last6=Jittiwutikarn|first6=J|last7=de Lacerda|first7=RB|last8=Ling|first8=W|last9=Marsden|first9=J|last10=Monteiro|first10=M|last11=Nhiwatiwa|first11=S|last12=Pal|first12=H|last13=Poznyak|first13=V|last14=Simon|first14=S|title=Validation of the Alcohol, Smoking And Substance Involvement Screening Test (ASSIST).|journal=Addiction (Abingdon, England)|date=June 2008|volume=103|issue=6|pages=1039-47|pmid=18373724}}&lt;/ref&gt;
| 0.84
(N=1,047)
| 2.76
| 0.28
| High: The sample of 1,047 participants was drawn from drug treatment and primary health care settings in Australia, Brazil, India, Thailand, the United Kingdom, the U.S. and Zimbabwe.
|-
| [https://osf.io/nk5vx/?view_only=348d7f1ee5e741f8a6657233403dda66 Drug Use Disorders Identification Test (DUDIT)]&lt;ref&gt;{{Cite journal|last=Voluse|first=Andrew C.|last2=Gioia|first2=Christopher J.|last3=Sobell|first3=Linda Carter|last4=Dum|first4=Mariam|last5=Sobell|first5=Mark B.|last6=Simco|first6=Edward R.|title=Psychometric properties of the Drug Use Disorders Identification Test (DUDIT) with substance abusers in outpatient and residential treatment|url=https://doi.org/10.1016/j.addbeh.2011.07.030|journal=Addictive Behaviors|volume=37|issue=1|pages=36–41|doi=10.1016/j.addbeh.2011.07.030}}&lt;/ref&gt;
|0.95
(N=153)
| 6
|0.12
| High: 153 participants from outpatient and residential substance use treatment programs
|}

'''Note:''' “LR+” refers to the change in likelihood ratio associated with a positive test score, and “LR-” is the likelihood ratio for a low score. Likelihood ratios of 1 indicate that the test result did not change impressions at all. LRs larger than 10 or smaller than 0.1 are frequently clinically decisive; 5 or 0.2 are helpful, and between 2.0 and 0.5 are small enough that they rarely result in clinically meaningful changes of formulation (Sackett et al., 2000).

''' Search terms''': [substance use OR substance use disorders] AND [sensitivity OR specificity] in Google Scholar and PsycINFO

=='''[[Evidence-based assessment/Prescription phase|Prescription phase]]'''==

===Gold standard diagnostic interviews===

* For a list of broad reaching diagnostic interviews sortable by disorder with PDFs (if applicable), [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prescription_phase&amp;wteswitched=1#Common_Diagnostic_Interviews click here.]

===Recommended diagnostic interviews for substance use disorder===
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
! colspan=&quot;5&quot; |Diagnostic instruments for '''(insert portfolio name)'''
|-
! Measure
! Format (Reporter)
! Age Range
! Administration/
Completion Time
!Where to Access
|-
| Diagnostic Interview Schedule- IV
|
|
|
|

|-
| Structured Clinical Interview for DSM-IV
|
|
|
|
|-
| The Psychiatric Research Interview for Substance and Mental Disorders
|
|
|
|
|-
|International Classification of Diseases, version 10
|
|
|
|
|-
|The Mini International Psychiatric Interview (M.I.N.I)&lt;ref name=&quot;Sheehan1998&quot; /&gt;
|
|
|
|
|}
'''Note:''' Reliability and validity are included in the extended version (link). This table includes measures with Good or Excellent ratings.

== '''[[Evidence-based assessment/Process phase|Process phase]]''' ==
In the United States, according to SAMHSA, of the 8.9 million adults with a dual diagnosis, 44% received some form of treatment in the past year. Given the frequent co-occurrence of mood disorders and substance use disorders, the recommended first step in treatment is for clinicians to deliver a comprehensive screening evaluation that will inform their treatment approach. There are a host of empirically supported treatments for substance use disorders, though medication interventions and psychotherapy are most common. 

=== Medication ===
Specifically, medications have been shown to be most effective in the treatment of alcohol and opioid dependence. Naltrexone (50 mg/day) administered for 12 weeks has been shown to decrease cravings for alcohol and the number of days in which alcohol was consumed.&lt;ref&gt;{{cite journal|last1=Volpicelli|first1=JR|last2=Alterman|first2=AI|last3=Hayashida|first3=M|last4=O'Brien|first4=CP|title=Naltrexone in the treatment of alcohol dependence.|journal=Archives of general psychiatry|date=November 1992|volume=49|issue=11|pages=876-80|pmid=1345133}}&lt;/ref&gt; Disulfiram (250 mg/day), administered for one year, has been shown to help reduce drinking frequency after relapse.&lt;ref&gt;{{cite journal|last1=Chick|first1=J|last2=Gough|first2=K|last3=Falkowski|first3=W|last4=Kershaw|first4=P|last5=Hore|first5=B|last6=Mehta|first6=B|last7=Ritson|first7=B|last8=Ropner|first8=R|last9=Torley|first9=D|title=Disulfiram treatment of alcoholism.|journal=The British journal of psychiatry : the journal of mental science|date=July 1992|volume=161|pages=84-9|pmid=1638335}}&lt;/ref&gt;&lt;ref name=&quot;Fuller1986&quot;&gt;{{cite journal|last1=Fuller|first1=RK|last2=Branchey|first2=L|last3=Brightwell|first3=DR|last4=Derman|first4=RM|last5=Emrick|first5=CD|last6=Iber|first6=FL|last7=James|first7=KE|last8=Lacoursiere|first8=RB|last9=Lee|first9=KK|last10=Lowenstam|first10=I|title=Disulfiram treatment of alcoholism. A Veterans Administration cooperative study.|journal=JAMA|date=19 September 1986|volume=256|issue=11|pages=1449-55|pmid=3528541}}&lt;/ref&gt; In the context of opioid dependence, Methadone has been the gold standard medication treatment for over 30 years. 

According to numerous studies, patients on higher doses of methadone (&gt;50mg/day) report less illicit opioid use, as well as increased retention rates in treatment.&lt;ref&gt;{{cite journal|last1=Farrell|first1=M|last2=Ward|first2=J|last3=Mattick|first3=R|last4=Hall|first4=W|last5=Stimson|first5=G|last6=Des Jarlais|first6=D|last7=Gossop|first7=M|last8=Strang|first8=J|title=Methadone maintenance treatment in opiate dependence: a review.|journal=British Medical Journal|date=1994.|volume=309|issue=6960|page=997}}&lt;/ref&gt; Buprenorphine is an alternative to Methadone to treat opioid dependence and research similarly supports its clinical efficacy. Buprenorphine (60 mg/day) has been shown to bring about improved retention rates, as well as reduced illicit opioid use.

=== Therapy ===

==== Cognitive Behavioral Therapies ====
While medication serves as an effective intervention for some with drug dependence, behavioral interventions are also empirically supported. A number of studies suggest that CBT is an effective intervention for substance use. In a 2010 review, McHugh, Hearon and Otto&lt;ref&gt;{{cite journal|last1=McHugh|first1=RK|last2=Hearon|first2=BA|last3=Otto|first3=MW|title=Cognitive behavioral therapy for substance use disorders.|journal=The Psychiatric clinics of North America|date=September 2010|volume=33|issue=3|pages=511-25|pmid=20599130}}&lt;/ref&gt; found that CBT for substance use, which synthesizes cognitive and motivational elements, as well as skills-building interventions, is effective both as a stand-alone treatment and when combined with other treatments. Acceptance and Commitment Therapy (ACT) has also been used to treat substance-using populations with encouraging results. Specifically, Lanza and Menéndez&lt;ref&gt;{{cite journal|last1=Villagrá Lanza|first1=P|last2=González Menéndez|first2=A|title=Acceptance and Commitment Therapy for drug abuse in incarcerated women.|journal=Psicothema|date=2013|volume=25|issue=3|pages=307-12|pmid=23910743}}&lt;/ref&gt; employed a 16-session ACT in the treatment of incarcerated females. In this population, abstinence rates, as well as anxiety sensitivity and other comorbid psychopathology showed improvement. Another behavior intervention that has been successfully implemented is Mindfulness Therapy for Substance Use.&lt;ref&gt;{{cite journal|last1=Marcus|first1=Marianne T.|last2=Zgierska|first2=Aleksandra|title=Mindfulness-Based Therapies for Substance Use Disorders: Part 1|journal=Substance Abuse|date=27 October 2009|volume=30|issue=4|pages=263–265|doi=10.1080/08897070903250027}}&lt;/ref&gt; Research indicates that this modality is effective across a range of populations through use of methods that help patients to develop nonreactive, acceptance behaviors.

==== Contingency Management ====
One common technique implemented as a treatment method across psychiatric disorders is contingency management, wherein the problematic behavior of the individual is closely monitored and reinforcers are delivered contingent upon detection of a target behavior.&lt;ref&gt;{{cite book|last1=al.]|first1=Scott W. Henggeler ... [et|title=Contingency management for adolescent substance abuse : a practitioner's guide|date=2012|publisher=Guilford Press|location=New York, NY|isbn=1462502474}}&lt;/ref&gt; In the case of substance use, abstinence is monitored via urine screens or other objective methods and the patient is rewarded for abstinence through prizes or vouchers, which are conversely withheld in the event that the patient does not remain abstinent as determined by urine screening or related methods. Recent work has demonstrated that contingency management can be an effective method for delaying time to first use after treatment and achieving short-term sobriety in individuals with substance use disorders. However, the effects of this intervention seem to be contingent upon the magnitude of the reward, and effects are not evident long-term.&lt;ref&gt;{{cite journal|last1=Petry|first1=NM|last2=Alessi|first2=SM|last3=Barry|first3=D|last4=Carroll|first4=KM|title=Standard magnitude prize reinforcers can be as efficacious as larger magnitude reinforcers in cocaine-dependent methadone patients.|journal=Journal of consulting and clinical psychology|date=June 2015|volume=83|issue=3|pages=464-72|pmid=25198284}}&lt;/ref&gt;

==== Motivational Interviewing ====
Motivational Interviewing is a treatment option that seems to be particularly useful for individuals who are ambivalent about changing behavior. This type of intervention requires the therapist to build a collaborative relationship with the patient, using empathic and non-confrontational approaches to help the patient enhance personal motivation to change.&lt;ref&gt;{{cite book|last1=Miller|first1=William R.|last2=Rollnick|first2=Stephen|title=Motivational interviewing : helping people change|date=2013|publisher=Guilford Press|location=New York, NY|isbn=1609182278|edition=3rd}}&lt;/ref&gt; Finally, behavioral activation therapy attempts to address comorbid diagnoses commonly occurring with substance use disorders (i.e., depression) in an attempt to improve outcomes for individuals who may be harder to treat. This technique aims to increase positive reinforcers and decrease intensity and occurrences of negative consequences and life events. This treatment approach has been effective in reducing severity of depression and anxiety symptoms, and increasing enjoyment and reward value of posttreatment activities as compared to treatment as usual.&lt;ref&gt;{{cite journal|last1=Daughters|first1=SB|last2=Braun|first2=AR|last3=Sargeant|first3=MN|last4=Reynolds|first4=EK|last5=Hopko|first5=DR|last6=Blanco|first6=C|last7=Lejuez|first7=CW|title=Effectiveness of a brief behavioral treatment for inner-city illicit drug users with elevated depressive symptoms: the life enhancement treatment for substance use (LETS Act!).|journal=The Journal of clinical psychiatry|date=January 2008|volume=69|issue=1|pages=122-9|pmid=18312046}}&lt;/ref&gt;

== Process and Progress measures ==

==== Clinically significant change benchmarks with common instruments and mood rating scales ====

{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
|-
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:120%&quot; width=&quot;300&quot; | &lt;b&gt; &lt;/b&gt;
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:120%&quot; width=&quot;300&quot; | &lt;b&gt; Cut* Scores&lt;/b&gt;
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:120%&quot; | &lt;b&gt; Critical Change &lt;br&gt; (Unstandardized Scores)&lt;/b&gt;
|-
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:130%;&quot; | &lt;b&gt; Measure&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; A&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; B&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; C&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; 95%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; 90%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; SE&lt;sub&gt;difference&lt;/sub&gt;&lt;/b&gt;
|-
| colspan=&quot;9&quot;  span style=&quot;font-size:110%; text-align:center;&quot; | &lt;b&gt; Benchmarks Based on Published Norms&lt;/b&gt;
|-
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:100%;&quot; | ''[https://osf.io/wn3rb Rutgers Alcohol Problem Index]''&lt;ref name=&quot;Roberts&quot;&gt;{{cite journal|last1=Roberts|first1=LJ|last2=Neal|first2=DJ|last3=Kivlahan|first3=DR|last4=Baer|first4=JS|last5=Marlatt|first5=GA|title=Individual drinking changes following a brief intervention among college students: clinical significance in an indicated preventive context.|journal=Journal of consulting and clinical psychology|date=June 2000|volume=68|issue=3|pages=500-5|pmid=10883566}}&lt;/ref&gt; &lt;ref name=&quot;White1989&quot;&gt;{{cite journal|last1=White|first1=HR|last2=Labouvie|first2=EW|title=Towards the assessment of adolescent problem drinking.|journal=Journal of studies on alcohol|date=January 1989|volume=50|issue=1|pages=30-7|pmid=2927120}}&lt;/ref&gt;
|span style=&quot;text-align:center;font-size:100%;&quot; |0.8
|span style=&quot;text-align:center;font-size:100%;&quot; | 4.9
|span style=&quot;text-align:center;font-size:100%;&quot; | 4.0
|span style=&quot;text-align:center;font-size:100%;&quot; | 4.1
|span style=&quot;text-align:center;font-size:100%;&quot; | 3.5
|span style=&quot;text-align:center;font-size:100%;&quot; | 2.1
|-
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:100%;&quot;| ''[https://osf.io/vudep Alcohol Dependence Scale (ADS)]''&lt;ref name=&quot;Roberts&quot; /&gt; [https://osf.io/vudep (copyrighted)]
|span style=&quot;text-align:center;font-size:100%;&quot; | 1.2
|span style=&quot;text-align:center;font-size:100%;&quot; | 9.9
|span style=&quot;text-align:center;font-size:100%;&quot; | 7.8 
|span style=&quot;text-align:center;font-size:100%;&quot; | 1.4
|span style=&quot;text-align:center;font-size:100%;&quot; | 1.2 
|span style=&quot;text-align:center;font-size:100%;&quot; | 0.7
|-
|colspan=&quot;3&quot; style=&quot;text-align:center;font-size:100%;&quot;| ''[https://osf.io/23mwt/?view_only=1924fe3e90334b11bb1e099a691b2ffb Drug Abuse Screening Test (DAST)]'' &lt;ref&gt;{{cite journal|last1=Skinner|first1=HA|title=The drug abuse screening test.|journal=Addictive behaviors|date=1982|volume=7|issue=4|pages=363-71|pmid=7183189}}&lt;/ref&gt;
|span style=&quot;text-align:center;font-size:100%;&quot; | 0.1
|span style=&quot;text-align:center;font-size:100%;&quot; | 2.6 
|span style=&quot;text-align:center;font-size:100%;&quot; | 1.8
|span style=&quot;text-align:center;font-size:100%;&quot; | 1.6
|span style=&quot;text-align:center;font-size:100%;&quot; | 1.3
|span style=&quot;text-align:center;font-size:100%;&quot; | 0.8
|}

'''Note:''' &quot;A&quot; = Away from the clinical range, &quot;B&quot; = Back into the nonclinical range, &quot;C&quot; = Closer to the nonclinical than clinical mean.

'''Search terms''': [substance use OR substance use disorder] AND [clinical significance OR outcomes] in Google Scholar and PsycINFO

==Web based resources==
* '''[http://www.drugabuse.gov National Institute on Drug Abuse]'''

* '''[http://www.samhsa.gov/treatment/ Substance Abuse and Mental Health Services Administration (SAMHSA)]'''

* '''[http://www.addictionrecoveryguide.org/ The Addiction Recovery Guide]'''

* [http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/drug-and-alcohol-abuse/ EffectiveChildTherapy.Org information on Substance Abuse]

* [https://sccap53.org Society of Clinical Child and Adolescent Psychology]

==References==
{{collapse top|Click Expand for references}}
{{reflist|2}}
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==[[Evidence based assessment/Portfolio template/What is a &quot;portfolio&quot;|'''What is a &quot;portfolio?&quot;''']]==
For background information on what assessment portfolios are, click the link in the heading above. 

Want even 'more' information about this topic? There's an extended version of this page [[Evidence-based assessment/Substance use disorder (disorder portfolio)/extended version|here]]. 

== [[Evidence-based assessment/Preparation phase|'''Preparation Phase''']] ==
{{blockquotetop}}
&lt;big&gt;'''Diagnostic Criteria for Substance Use Disorder'''&lt;/big&gt;
&lt;big&gt;'''ICD-11 Diagnostic Criteria for Substance Use Disorder'''&lt;/big&gt;
*Disorders due to substance use and addictive behaviours are mental and behavioural disorders that develop as a result of the use of predominantly psychoactive substances, including medications, or specific repetitive rewarding and reinforcing behaviours.
**Note: The ICD-11 lists 20 additional subcategories of Substance Use Disorder. They can be found [https://icd.who.int/browse11/l-m/en#/http://id.who.int/icd/entity/1602669465 here].
&lt;big&gt;'''DSM Diagnostic Criteria for Substance Use Disorder'''&lt;/big&gt;
*Substance use disorder is a DSM disorder in the Substance-Related and Addictive Disorders chapter. It is characterized by the use of substances in a manner that leads to clinically significant impairment or distress.
* The diagnostic criteria for Substance Use Disorder disorder changed slightly from [[DSM-IV]] to [[w:Diagnostic_and_Statistical_Manual_of_Mental_Disorders#DSM-IV-TR_.282000.29|DSM-5]]. Summaries are available [http://www.dsm5.org/Documents/changes%20from%20dsm-iv-tr%20to%20dsm-5.pdf here].
{{blockquotebottom}}
=== Base rates of SUD in different populations and clinical settings ===
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
|-
! Setting
! Base Rate
! Demography
! Diagnostic Method
|-
| General population of North Carolina, aged 12 or older
| 6.7%
| North Carolina
| National Survey on Drug Use and Health (NSDUH), 2009 to 2013
|-
| 43,093 individuals, 18+ years old collected between 2001 and 2002&lt;ref&gt;Hasin DS, Grant BF. The National Epidemiologic Survey on Alcohol and Related Conditions (NESARC) Waves 1 and 2: review and summary of findings. Soc Psychiatry Psychiatr Epidemiol. 2015 Nov;50(11):1609-40. doi: 10.1007/s00127-015-1088-0. Epub 2015 Jul 26. PMID: 26210739.&lt;/ref&gt;
| 17.8 (0.5) Alcohol Abuse; 12.5 (0.4) Alcohol Dependence; 7.7 (0.2) Drug Abuse; 2.6 (0.1) Drug Dependence
| United States General Adult Population: National Epidemiologic Survey on Alcohol and Related Conditions (NESARC)
(Grant et al., 2007)
| National Institute on Alcohol Abuse and Alcoholism Alcohol Use Disorder and Associated Disabilities Interview Schedule- DSM IV Version (AUDADIS-IV)
|-
| 9,282 adults, 18+ years old ; collected between 2001 and 2003&lt;ref&gt;{{cite journal|last1=Kessler|first1=RC|last2=Green|first2=JG|last3=Gruber|first3=MJ|last4=Sampson|first4=NA|last5=Bromet|first5=E|last6=Cuitan|first6=M|last7=Furukawa|first7=TA|last8=Gureje|first8=O|last9=Hinkov|first9=H|date=June 2010|title=Screening for serious mental illness in the general population with the K6 screening scale: results from the WHO World Mental Health (WMH) survey initiative.|journal=International journal of methods in psychiatric research|volume=19 Suppl 1|pages=4-22|pmid=20527002|last10=Hu|first10=CY|last11=Lara|first11=C|last12=Lee|first12=S|last13=Mneimneh|first13=Z|last14=Myer|first14=L|last15=Oakley-Browne|first15=M|last16=Posada-Villa|first16=J|last17=Sagar|first17=R|last18=Viana|first18=MC|last19=Zaslavsky|first19=AM}}&lt;/ref&gt;
| 13.2 (0.6) Alcohol Abuse; 5.4 (0.3) Alcohol Dependence; 7.9 (0.4) Drug Abuse; 3.0 (0.2) Drug Dependence
| United States General Adult Population: National Comorbidity Survey Replication (NCS-R)
| World Mental Health Survey Initiative Version of the World Health Organization Composite International Diagnostic Interview (WMH-CIDI) which generates DSM-IV and International Classification of Diseases, 10th revision diagnoses
|-
| Urban General Medicine Practice, low-income primary care patients, 75% Hispanic&lt;ref&gt;{{cite journal|last1=Olfson|first1=M|last2=Shea|first2=S|last3=Feder|first3=A|last4=Fuentes|first4=M|last5=Nomura|first5=Y|last6=Gameroff|first6=M|last7=Weissman|first7=MM|date=NaN|title=Prevalence of anxiety, depression, and substance use disorders in an urban general medicine practice.|journal=Archives of family medicine|volume=9|issue=9|pages=876-83|pmid=11031395}}&lt;/ref&gt;
| 7.9%
| New York
| Patient Health Questionnaire
|-
| Incarcerated females&lt;ref&gt;{{cite journal|last1=Teplin|first1=LA|last2=Abram|first2=KM|last3=McClelland|first3=GM|date=June 1996|title=Prevalence of psychiatric disorders among incarcerated women. I. Pretrial jail detainees.|journal=Archives of general psychiatry|volume=53|issue=6|pages=505-12|pmid=8639033}}&lt;/ref&gt;
| 70.2%
| Chicago prison - 40 % African American, 33% White, 25 % Hispanic
| National Institute of Mental Health Diagnostic Interview Schedule Version 11I-R (NIMH DIS-III-R)
|-
|Incarcerated females (updated)

(Proctor 2012)
| 70% dependent
| Minnesota State Prison System- 801 females, 18-58 years old, 57.7% Caucasian, 21.5% African American, 13.2% Native American
|Substance Use Disorder Diagnostic Schedule-IV (SUDDS-IV)
|-
| Incarcerated male youths&lt;ref&gt;{{cite journal|last1=Wasserman|first1=GA|last2=McReynolds|first2=LS|last3=Lucas|first3=CP|last4=Fisher|first4=P|last5=Santos|first5=L|date=March 2002|title=The voice DISC-IV with incarcerated male youths: prevalence of disorder.|journal=Journal of the American Academy of Child and Adolescent Psychiatry|volume=41|issue=3|pages=314-21|pmid=11886026}}&lt;/ref&gt;
| 56.4%
| Texas state prison – 45 % African American, 33% White, 20% Hispanic
|Structured Clinical Interview for DSM IV – Substance Use Disorders Module
|-
| Individuals with schizophrenia across settings&lt;ref&gt;{{cite journal|last1=Regier|first1=DA|last2=Farmer|first2=ME|last3=Rae|first3=DS|last4=Locke|first4=BZ|last5=Keith|first5=SJ|last6=Judd|first6=LL|last7=Goodwin|first7=FK|date=21 November 1990|title=Comorbidity of mental disorders with alcohol and other drug abuse. Results from the Epidemiologic Catchment Area (ECA) Study.|journal=JAMA|volume=264|issue=19|pages=2511-8|pmid=2232018}}&lt;/ref&gt;
| 47%
| New Haven, CT; Baltimore, MD; St. Louis, MO; Durham, NC; Los Angeles, CA
| National Institute of Mental Health (NIMH) Diagnostic Interview Schedule
|-
| HIV+ men in community health clinics&lt;ref&gt;{{cite journal|last1=Dew|first1=MA|last2=Becker|first2=JT|last3=Sanchez|first3=J|last4=Caldararo|first4=R|last5=Lopez|first5=OL|last6=Wess|first6=J|last7=Dorst|first7=SK|last8=Banks|first8=G|date=March 1997|title=Prevalence and predictors of depressive, anxiety and substance use disorders in HIV-infected and uninfected men: a longitudinal evaluation.|journal=Psychological medicine|volume=27|issue=2|pages=395-409|pmid=9089832}}&lt;/ref&gt;
| 24.4%
| Alleghany County, PA
| Structured Clinical Interview for DSM-III-R
|-
| Internal medicine inpatients&lt;ref&gt;{{cite journal|last1=Hansen|first1=MS|last2=Fink|first2=P|last3=Frydenberg|first3=M|last4=Oxhøj|first4=M|last5=Søndergaard|first5=L|last6=Munk-Jørgensen|first6=P|date=April 2001|title=Mental disorders among internal medical inpatients: prevalence, detection, and treatment status.|journal=Journal of psychosomatic research|volume=50|issue=4|pages=199-204|pmid=11369025}}&lt;/ref&gt;
| 10.9%
| Denmark
| Symptom Check List (SCL-8)
|}

== [[Evidence based assessment/Prediction phase|'''Prediction phase''']] ==

=== Psychometric properties of screening measures for Substance Use Disorder ===
The following section contains a list of screening and diagnostic instruments for Substance Use Disorder.

=== Screening instruments and diagnostic interviews ===

{| class=&quot;wikitable sortable&quot;
|-
! Measure 
!Format (Reporter)
!Age Range
!Administration/
Completion Time
|-
|[https://osf.io/x9smc Structured Clinical International Diagnostic Interview (SCID-I)]
|Interview
|Adults
|30 minutes-3 hours
|-
|[https://osf.io/h2n9j/?view_only=ec71313a9e844abb977e241b5443f0db Substance Dependence Severity Scale (SDSS)]
|Interview
|16-adult
|30-45 minutes 
|-
|[https://osf.io/7dh4s Global Appraisal of Individual Needs- Initial (GAIN-I) ($1.00 license fee per project for use of Beta version)]
|Interview
|12-adult
|1.5-2.5 hours
|}

'''Note:''' Reliability and validity are included in the extended version [[Evidence-based assessment/Substance use disorder (disorder portfolio)/extended version|here]]. This table includes measures with Good or Excellent ratings.  

=== Likelihood ratios and AUCs of screening measures for '''(insert portfolio name)''' ===

* '''''For a list of the likelihood ratios for more broadly reaching screening instruments, [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prediction_phase&amp;wteswitched=1#Likelihood_ratios_and_AUCs_of_common_screening_instruments click here.]'''''

{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
|-
! Screening Measure (Primary Reference)
! AUC
! LR+ (Score)
! LR- (Score)
! Clinical Generalizability 
|-
| [https://osf.io/gq86m/?view_only=628c7440cb5e4cbead514916f342a8cf Kessler 6 Screening Scale (K6)] &lt;ref&gt;{{cite journal|last1=Kessler|first1=RC|last2=Green|first2=JG|last3=Gruber|first3=MJ|last4=Sampson|first4=NA|last5=Bromet|first5=E|last6=Cuitan|first6=M|last7=Furukawa|first7=TA|last8=Gureje|first8=O|last9=Hinkov|first9=H|last10=Hu|first10=CY|last11=Lara|first11=C|last12=Lee|first12=S|last13=Mneimneh|first13=Z|last14=Myer|first14=L|last15=Oakley-Browne|first15=M|last16=Posada-Villa|first16=J|last17=Sagar|first17=R|last18=Viana|first18=MC|last19=Zaslavsky|first19=AM|title=Screening for serious mental illness in the general population with the K6 screening scale: results from the WHO World Mental Health (WMH) survey initiative.|journal=International journal of methods in psychiatric research|date=June 2010|volume=19 Suppl 1|pages=4-22|pmid=20527002}}&lt;/ref&gt;&lt;ref&gt;Swartz, J. A., &amp; Lurigio, A. J. (2006). Screening for serious mental illness in populations with co-occurring substance use disorders: Performance of the K6 scale. Journal of substance abuse treatment, 31(3), 287-296&lt;/ref&gt;
| 0.84
(N=41,770)
| 3.96
(13+)
| 0.296 
(0-12)
| High: The sample of 41,770 was drawn from initial surveys that were carried out in 14 countries.
|-
| [https://osf.io/czhgd Alcohol, Smoking and Substance Involvement Screening Test (ASSIST)]&lt;ref&gt;{{cite journal|last1=Humeniuk|first1=R|last2=Ali|first2=R|last3=Babor|first3=TF|last4=Farrell|first4=M|last5=Formigoni|first5=ML|last6=Jittiwutikarn|first6=J|last7=de Lacerda|first7=RB|last8=Ling|first8=W|last9=Marsden|first9=J|last10=Monteiro|first10=M|last11=Nhiwatiwa|first11=S|last12=Pal|first12=H|last13=Poznyak|first13=V|last14=Simon|first14=S|title=Validation of the Alcohol, Smoking And Substance Involvement Screening Test (ASSIST).|journal=Addiction (Abingdon, England)|date=June 2008|volume=103|issue=6|pages=1039-47|pmid=18373724}}&lt;/ref&gt;
| 0.84
(N=1,047)
| 2.76
| 0.28
| High: The sample of 1,047 participants was drawn from drug treatment and primary health care settings in Australia, Brazil, India, Thailand, the United Kingdom, the U.S. and Zimbabwe.
|-
| [https://osf.io/nk5vx/?view_only=348d7f1ee5e741f8a6657233403dda66 Drug Use Disorders Identification Test (DUDIT)]&lt;ref&gt;{{Cite journal|last=Voluse|first=Andrew C.|last2=Gioia|first2=Christopher J.|last3=Sobell|first3=Linda Carter|last4=Dum|first4=Mariam|last5=Sobell|first5=Mark B.|last6=Simco|first6=Edward R.|title=Psychometric properties of the Drug Use Disorders Identification Test (DUDIT) with substance abusers in outpatient and residential treatment|url=https://doi.org/10.1016/j.addbeh.2011.07.030|journal=Addictive Behaviors|volume=37|issue=1|pages=36–41|doi=10.1016/j.addbeh.2011.07.030}}&lt;/ref&gt;
|0.95
(N=153)
| 6
|0.12
| High: 153 participants from outpatient and residential substance use treatment programs
|}

'''Note:''' “LR+” refers to the change in likelihood ratio associated with a positive test score, and “LR-” is the likelihood ratio for a low score. Likelihood ratios of 1 indicate that the test result did not change impressions at all. LRs larger than 10 or smaller than 0.1 are frequently clinically decisive; 5 or 0.2 are helpful, and between 2.0 and 0.5 are small enough that they rarely result in clinically meaningful changes of formulation (Sackett et al., 2000).

''' Search terms''': [substance use OR substance use disorders] AND [sensitivity OR specificity] in Google Scholar and PsycINFO

=='''[[Evidence-based assessment/Prescription phase|Prescription phase]]'''==

===Gold standard diagnostic interviews===

* For a list of broad reaching diagnostic interviews sortable by disorder with PDFs (if applicable), [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prescription_phase&amp;wteswitched=1#Common_Diagnostic_Interviews click here.]

===Recommended diagnostic interviews for substance use disorder===
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
! colspan=&quot;5&quot; |Diagnostic instruments for '''(insert portfolio name)'''
|-
! Measure
! Format (Reporter)
! Age Range
! Administration/
Completion Time
!Where to Access
|-
| Diagnostic Interview Schedule- IV
|
|
|
|

|-
| Structured Clinical Interview for DSM-IV
|
|
|
|
|-
| The Psychiatric Research Interview for Substance and Mental Disorders
|
|
|
|
|-
|International Classification of Diseases, version 10
|
|
|
|
|-
|The Mini International Psychiatric Interview (M.I.N.I)&lt;ref name=&quot;Sheehan1998&quot; /&gt;
|
|
|
|
|}
'''Note:''' Reliability and validity are included in the extended version (link). This table includes measures with Good or Excellent ratings.

== '''[[Evidence-based assessment/Process phase|Process phase]]''' ==
In the United States, according to SAMHSA, of the 8.9 million adults with a dual diagnosis, 44% received some form of treatment in the past year. Given the frequent co-occurrence of mood disorders and substance use disorders, the recommended first step in treatment is for clinicians to deliver a comprehensive screening evaluation that will inform their treatment approach. There are a host of empirically supported treatments for substance use disorders, though medication interventions and psychotherapy are most common. 

=== Medication ===
Specifically, medications have been shown to be most effective in the treatment of alcohol and opioid dependence. Naltrexone (50 mg/day) administered for 12 weeks has been shown to decrease cravings for alcohol and the number of days in which alcohol was consumed.&lt;ref&gt;{{cite journal|last1=Volpicelli|first1=JR|last2=Alterman|first2=AI|last3=Hayashida|first3=M|last4=O'Brien|first4=CP|title=Naltrexone in the treatment of alcohol dependence.|journal=Archives of general psychiatry|date=November 1992|volume=49|issue=11|pages=876-80|pmid=1345133}}&lt;/ref&gt; Disulfiram (250 mg/day), administered for one year, has been shown to help reduce drinking frequency after relapse.&lt;ref&gt;{{cite journal|last1=Chick|first1=J|last2=Gough|first2=K|last3=Falkowski|first3=W|last4=Kershaw|first4=P|last5=Hore|first5=B|last6=Mehta|first6=B|last7=Ritson|first7=B|last8=Ropner|first8=R|last9=Torley|first9=D|title=Disulfiram treatment of alcoholism.|journal=The British journal of psychiatry : the journal of mental science|date=July 1992|volume=161|pages=84-9|pmid=1638335}}&lt;/ref&gt;&lt;ref name=&quot;Fuller1986&quot;&gt;{{cite journal|last1=Fuller|first1=RK|last2=Branchey|first2=L|last3=Brightwell|first3=DR|last4=Derman|first4=RM|last5=Emrick|first5=CD|last6=Iber|first6=FL|last7=James|first7=KE|last8=Lacoursiere|first8=RB|last9=Lee|first9=KK|last10=Lowenstam|first10=I|title=Disulfiram treatment of alcoholism. A Veterans Administration cooperative study.|journal=JAMA|date=19 September 1986|volume=256|issue=11|pages=1449-55|pmid=3528541}}&lt;/ref&gt; In the context of opioid dependence, Methadone has been the gold standard medication treatment for over 30 years. 

According to numerous studies, patients on higher doses of methadone (&gt;50mg/day) report less illicit opioid use, as well as increased retention rates in treatment.&lt;ref&gt;{{cite journal|last1=Farrell|first1=M|last2=Ward|first2=J|last3=Mattick|first3=R|last4=Hall|first4=W|last5=Stimson|first5=G|last6=Des Jarlais|first6=D|last7=Gossop|first7=M|last8=Strang|first8=J|title=Methadone maintenance treatment in opiate dependence: a review.|journal=British Medical Journal|date=1994.|volume=309|issue=6960|page=997}}&lt;/ref&gt; Buprenorphine is an alternative to Methadone to treat opioid dependence and research similarly supports its clinical efficacy. Buprenorphine (60 mg/day) has been shown to bring about improved retention rates, as well as reduced illicit opioid use.

=== Outcome and severity measures ===
This table includes clinically significant benchmarks for '''(insert portfolio name here)''' specific outcome measures
* Information on how to interpret this table can be [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Process_phase found here].
* Additionally, these [[Evidence based assessment/Vignettes|vignettes]] might be helpful resources for understanding appropriate adaptation of outcome measures in practice.
*''&lt;u&gt;For clinically significant change benchmarks for the CBCL, YSR, and TRF total, externalizing, internalizing, and attention benchmarks,&lt;/u&gt;'' [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Process_phase&amp;wteswitched=1#Clinically_significant_change_benchmarks_for_widely-used_outcome_measures see here.]


=== Therapy ===

==== Cognitive Behavioral Therapies ====
While medication serves as an effective intervention for some with drug dependence, behavioral interventions are also empirically supported. A number of studies suggest that CBT is an effective intervention for substance use. In a 2010 review, McHugh, Hearon and Otto&lt;ref&gt;{{cite journal|last1=McHugh|first1=RK|last2=Hearon|first2=BA|last3=Otto|first3=MW|title=Cognitive behavioral therapy for substance use disorders.|journal=The Psychiatric clinics of North America|date=September 2010|volume=33|issue=3|pages=511-25|pmid=20599130}}&lt;/ref&gt; found that CBT for substance use, which synthesizes cognitive and motivational elements, as well as skills-building interventions, is effective both as a stand-alone treatment and when combined with other treatments. Acceptance and Commitment Therapy (ACT) has also been used to treat substance-using populations with encouraging results. Specifically, Lanza and Menéndez&lt;ref&gt;{{cite journal|last1=Villagrá Lanza|first1=P|last2=González Menéndez|first2=A|title=Acceptance and Commitment Therapy for drug abuse in incarcerated women.|journal=Psicothema|date=2013|volume=25|issue=3|pages=307-12|pmid=23910743}}&lt;/ref&gt; employed a 16-session ACT in the treatment of incarcerated females. In this population, abstinence rates, as well as anxiety sensitivity and other comorbid psychopathology showed improvement. Another behavior intervention that has been successfully implemented is Mindfulness Therapy for Substance Use.&lt;ref&gt;{{cite journal|last1=Marcus|first1=Marianne T.|last2=Zgierska|first2=Aleksandra|title=Mindfulness-Based Therapies for Substance Use Disorders: Part 1|journal=Substance Abuse|date=27 October 2009|volume=30|issue=4|pages=263–265|doi=10.1080/08897070903250027}}&lt;/ref&gt; Research indicates that this modality is effective across a range of populations through use of methods that help patients to develop nonreactive, acceptance behaviors.

==== Contingency Management ====
One common technique implemented as a treatment method across psychiatric disorders is contingency management, wherein the problematic behavior of the individual is closely monitored and reinforcers are delivered contingent upon detection of a target behavior.&lt;ref&gt;{{cite book|last1=al.]|first1=Scott W. Henggeler ... [et|title=Contingency management for adolescent substance abuse : a practitioner's guide|date=2012|publisher=Guilford Press|location=New York, NY|isbn=1462502474}}&lt;/ref&gt; In the case of substance use, abstinence is monitored via urine screens or other objective methods and the patient is rewarded for abstinence through prizes or vouchers, which are conversely withheld in the event that the patient does not remain abstinent as determined by urine screening or related methods. Recent work has demonstrated that contingency management can be an effective method for delaying time to first use after treatment and achieving short-term sobriety in individuals with substance use disorders. However, the effects of this intervention seem to be contingent upon the magnitude of the reward, and effects are not evident long-term.&lt;ref&gt;{{cite journal|last1=Petry|first1=NM|last2=Alessi|first2=SM|last3=Barry|first3=D|last4=Carroll|first4=KM|title=Standard magnitude prize reinforcers can be as efficacious as larger magnitude reinforcers in cocaine-dependent methadone patients.|journal=Journal of consulting and clinical psychology|date=June 2015|volume=83|issue=3|pages=464-72|pmid=25198284}}&lt;/ref&gt;

==== Motivational Interviewing ====
Motivational Interviewing is a treatment option that seems to be particularly useful for individuals who are ambivalent about changing behavior. This type of intervention requires the therapist to build a collaborative relationship with the patient, using empathic and non-confrontational approaches to help the patient enhance personal motivation to change.&lt;ref&gt;{{cite book|last1=Miller|first1=William R.|last2=Rollnick|first2=Stephen|title=Motivational interviewing : helping people change|date=2013|publisher=Guilford Press|location=New York, NY|isbn=1609182278|edition=3rd}}&lt;/ref&gt; Finally, behavioral activation therapy attempts to address comorbid diagnoses commonly occurring with substance use disorders (i.e., depression) in an attempt to improve outcomes for individuals who may be harder to treat. This technique aims to increase positive reinforcers and decrease intensity and occurrences of negative consequences and life events. This treatment approach has been effective in reducing severity of depression and anxiety symptoms, and increasing enjoyment and reward value of posttreatment activities as compared to treatment as usual.&lt;ref&gt;{{cite journal|last1=Daughters|first1=SB|last2=Braun|first2=AR|last3=Sargeant|first3=MN|last4=Reynolds|first4=EK|last5=Hopko|first5=DR|last6=Blanco|first6=C|last7=Lejuez|first7=CW|title=Effectiveness of a brief behavioral treatment for inner-city illicit drug users with elevated depressive symptoms: the life enhancement treatment for substance use (LETS Act!).|journal=The Journal of clinical psychiatry|date=January 2008|volume=69|issue=1|pages=122-9|pmid=18312046}}&lt;/ref&gt;

== Process and Progress measures ==

==== Clinically significant change benchmarks with common instruments and mood rating scales ====

{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
|-
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:120%&quot; width=&quot;300&quot; | &lt;b&gt; &lt;/b&gt;
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:120%&quot; width=&quot;300&quot; | &lt;b&gt; Cut* Scores&lt;/b&gt;
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:120%&quot; | &lt;b&gt; Critical Change &lt;br&gt; (Unstandardized Scores)&lt;/b&gt;
|-
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:130%;&quot; | &lt;b&gt; Measure&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; A&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; B&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; C&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; 95%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; 90%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; SE&lt;sub&gt;difference&lt;/sub&gt;&lt;/b&gt;
|-
| colspan=&quot;9&quot;  span style=&quot;font-size:110%; text-align:center;&quot; | &lt;b&gt; Benchmarks Based on Published Norms&lt;/b&gt;
|-
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:100%;&quot; | ''[https://osf.io/wn3rb Rutgers Alcohol Problem Index]''&lt;ref name=&quot;Roberts&quot;&gt;{{cite journal|last1=Roberts|first1=LJ|last2=Neal|first2=DJ|last3=Kivlahan|first3=DR|last4=Baer|first4=JS|last5=Marlatt|first5=GA|title=Individual drinking changes following a brief intervention among college students: clinical significance in an indicated preventive context.|journal=Journal of consulting and clinical psychology|date=June 2000|volume=68|issue=3|pages=500-5|pmid=10883566}}&lt;/ref&gt; &lt;ref name=&quot;White1989&quot;&gt;{{cite journal|last1=White|first1=HR|last2=Labouvie|first2=EW|title=Towards the assessment of adolescent problem drinking.|journal=Journal of studies on alcohol|date=January 1989|volume=50|issue=1|pages=30-7|pmid=2927120}}&lt;/ref&gt;
|span style=&quot;text-align:center;font-size:100%;&quot; |0.8
|span style=&quot;text-align:center;font-size:100%;&quot; | 4.9
|span style=&quot;text-align:center;font-size:100%;&quot; | 4.0
|span style=&quot;text-align:center;font-size:100%;&quot; | 4.1
|span style=&quot;text-align:center;font-size:100%;&quot; | 3.5
|span style=&quot;text-align:center;font-size:100%;&quot; | 2.1
|-
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:100%;&quot;| ''[https://osf.io/vudep Alcohol Dependence Scale (ADS)]''&lt;ref name=&quot;Roberts&quot; /&gt; [https://osf.io/vudep (copyrighted)]
|span style=&quot;text-align:center;font-size:100%;&quot; | 1.2
|span style=&quot;text-align:center;font-size:100%;&quot; | 9.9
|span style=&quot;text-align:center;font-size:100%;&quot; | 7.8 
|span style=&quot;text-align:center;font-size:100%;&quot; | 1.4
|span style=&quot;text-align:center;font-size:100%;&quot; | 1.2 
|span style=&quot;text-align:center;font-size:100%;&quot; | 0.7
|-
|colspan=&quot;3&quot; style=&quot;text-align:center;font-size:100%;&quot;| ''[https://osf.io/23mwt/?view_only=1924fe3e90334b11bb1e099a691b2ffb Drug Abuse Screening Test (DAST)]'' &lt;ref&gt;{{cite journal|last1=Skinner|first1=HA|title=The drug abuse screening test.|journal=Addictive behaviors|date=1982|volume=7|issue=4|pages=363-71|pmid=7183189}}&lt;/ref&gt;
|span style=&quot;text-align:center;font-size:100%;&quot; | 0.1
|span style=&quot;text-align:center;font-size:100%;&quot; | 2.6 
|span style=&quot;text-align:center;font-size:100%;&quot; | 1.8
|span style=&quot;text-align:center;font-size:100%;&quot; | 1.6
|span style=&quot;text-align:center;font-size:100%;&quot; | 1.3
|span style=&quot;text-align:center;font-size:100%;&quot; | 0.8
|}

'''Note:''' &quot;A&quot; = Away from the clinical range, &quot;B&quot; = Back into the nonclinical range, &quot;C&quot; = Closer to the nonclinical than clinical mean.

'''Search terms''': [substance use OR substance use disorder] AND [clinical significance OR outcomes] in Google Scholar and PsycINFO

==Web based resources==
* '''[http://www.drugabuse.gov National Institute on Drug Abuse]'''

* '''[http://www.samhsa.gov/treatment/ Substance Abuse and Mental Health Services Administration (SAMHSA)]'''

* '''[http://www.addictionrecoveryguide.org/ The Addiction Recovery Guide]'''

* [http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/drug-and-alcohol-abuse/ EffectiveChildTherapy.Org information on Substance Abuse]

* [https://sccap53.org Society of Clinical Child and Adolescent Psychology]

==References==
{{collapse top|Click Expand for references}}
{{reflist|2}}
# 
{{collapse bottom}}
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{{medical disclaimer}}
{{:{{BASEPAGENAME}}/Sidebar}}

==[[Evidence based assessment/Portfolio template/What is a &quot;portfolio&quot;|'''What is a &quot;portfolio?&quot;''']]==
For background information on what assessment portfolios are, click the link in the heading above. 

Want even 'more' information about this topic? There's an extended version of this page [[Evidence-based assessment/Substance use disorder (disorder portfolio)/extended version|here]]. 

== [[Evidence-based assessment/Preparation phase|'''Preparation Phase''']] ==
{{blockquotetop}}
&lt;big&gt;'''Diagnostic Criteria for Substance Use Disorder'''&lt;/big&gt;
&lt;big&gt;'''ICD-11 Diagnostic Criteria for Substance Use Disorder'''&lt;/big&gt;
*Disorders due to substance use and addictive behaviours are mental and behavioural disorders that develop as a result of the use of predominantly psychoactive substances, including medications, or specific repetitive rewarding and reinforcing behaviours.
**Note: The ICD-11 lists 20 additional subcategories of Substance Use Disorder. They can be found [https://icd.who.int/browse11/l-m/en#/http://id.who.int/icd/entity/1602669465 here].
&lt;big&gt;'''DSM Diagnostic Criteria for Substance Use Disorder'''&lt;/big&gt;
*Substance use disorder is a DSM disorder in the Substance-Related and Addictive Disorders chapter. It is characterized by the use of substances in a manner that leads to clinically significant impairment or distress.
* The diagnostic criteria for Substance Use Disorder disorder changed slightly from [[DSM-IV]] to [[w:Diagnostic_and_Statistical_Manual_of_Mental_Disorders#DSM-IV-TR_.282000.29|DSM-5]]. Summaries are available [http://www.dsm5.org/Documents/changes%20from%20dsm-iv-tr%20to%20dsm-5.pdf here].
{{blockquotebottom}}
=== Base rates of SUD in different populations and clinical settings ===
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
|-
! Setting
! Base Rate
! Demography
! Diagnostic Method
|-
| General population of North Carolina, aged 12 or older
| 6.7%
| North Carolina
| National Survey on Drug Use and Health (NSDUH), 2009 to 2013
|-
| 43,093 individuals, 18+ years old collected between 2001 and 2002&lt;ref&gt;Hasin DS, Grant BF. The National Epidemiologic Survey on Alcohol and Related Conditions (NESARC) Waves 1 and 2: review and summary of findings. Soc Psychiatry Psychiatr Epidemiol. 2015 Nov;50(11):1609-40. doi: 10.1007/s00127-015-1088-0. Epub 2015 Jul 26. PMID: 26210739.&lt;/ref&gt;
| 17.8 (0.5) Alcohol Abuse; 12.5 (0.4) Alcohol Dependence; 7.7 (0.2) Drug Abuse; 2.6 (0.1) Drug Dependence
| United States General Adult Population: National Epidemiologic Survey on Alcohol and Related Conditions (NESARC)
(Grant et al., 2007)
| National Institute on Alcohol Abuse and Alcoholism Alcohol Use Disorder and Associated Disabilities Interview Schedule- DSM IV Version (AUDADIS-IV)
|-
| 9,282 adults, 18+ years old ; collected between 2001 and 2003&lt;ref&gt;{{cite journal|last1=Kessler|first1=RC|last2=Green|first2=JG|last3=Gruber|first3=MJ|last4=Sampson|first4=NA|last5=Bromet|first5=E|last6=Cuitan|first6=M|last7=Furukawa|first7=TA|last8=Gureje|first8=O|last9=Hinkov|first9=H|date=June 2010|title=Screening for serious mental illness in the general population with the K6 screening scale: results from the WHO World Mental Health (WMH) survey initiative.|journal=International journal of methods in psychiatric research|volume=19 Suppl 1|pages=4-22|pmid=20527002|last10=Hu|first10=CY|last11=Lara|first11=C|last12=Lee|first12=S|last13=Mneimneh|first13=Z|last14=Myer|first14=L|last15=Oakley-Browne|first15=M|last16=Posada-Villa|first16=J|last17=Sagar|first17=R|last18=Viana|first18=MC|last19=Zaslavsky|first19=AM}}&lt;/ref&gt;
| 13.2 (0.6) Alcohol Abuse; 5.4 (0.3) Alcohol Dependence; 7.9 (0.4) Drug Abuse; 3.0 (0.2) Drug Dependence
| United States General Adult Population: National Comorbidity Survey Replication (NCS-R)
| World Mental Health Survey Initiative Version of the World Health Organization Composite International Diagnostic Interview (WMH-CIDI) which generates DSM-IV and International Classification of Diseases, 10th revision diagnoses
|-
| Urban General Medicine Practice, low-income primary care patients, 75% Hispanic&lt;ref&gt;{{cite journal|last1=Olfson|first1=M|last2=Shea|first2=S|last3=Feder|first3=A|last4=Fuentes|first4=M|last5=Nomura|first5=Y|last6=Gameroff|first6=M|last7=Weissman|first7=MM|date=NaN|title=Prevalence of anxiety, depression, and substance use disorders in an urban general medicine practice.|journal=Archives of family medicine|volume=9|issue=9|pages=876-83|pmid=11031395}}&lt;/ref&gt;
| 7.9%
| New York
| Patient Health Questionnaire
|-
| Incarcerated females&lt;ref&gt;{{cite journal|last1=Teplin|first1=LA|last2=Abram|first2=KM|last3=McClelland|first3=GM|date=June 1996|title=Prevalence of psychiatric disorders among incarcerated women. I. Pretrial jail detainees.|journal=Archives of general psychiatry|volume=53|issue=6|pages=505-12|pmid=8639033}}&lt;/ref&gt;
| 70.2%
| Chicago prison - 40 % African American, 33% White, 25 % Hispanic
| National Institute of Mental Health Diagnostic Interview Schedule Version 11I-R (NIMH DIS-III-R)
|-
|Incarcerated females (updated)

(Proctor 2012)
| 70% dependent
| Minnesota State Prison System- 801 females, 18-58 years old, 57.7% Caucasian, 21.5% African American, 13.2% Native American
|Substance Use Disorder Diagnostic Schedule-IV (SUDDS-IV)
|-
| Incarcerated male youths&lt;ref&gt;{{cite journal|last1=Wasserman|first1=GA|last2=McReynolds|first2=LS|last3=Lucas|first3=CP|last4=Fisher|first4=P|last5=Santos|first5=L|date=March 2002|title=The voice DISC-IV with incarcerated male youths: prevalence of disorder.|journal=Journal of the American Academy of Child and Adolescent Psychiatry|volume=41|issue=3|pages=314-21|pmid=11886026}}&lt;/ref&gt;
| 56.4%
| Texas state prison – 45 % African American, 33% White, 20% Hispanic
|Structured Clinical Interview for DSM IV – Substance Use Disorders Module
|-
| Individuals with schizophrenia across settings&lt;ref&gt;{{cite journal|last1=Regier|first1=DA|last2=Farmer|first2=ME|last3=Rae|first3=DS|last4=Locke|first4=BZ|last5=Keith|first5=SJ|last6=Judd|first6=LL|last7=Goodwin|first7=FK|date=21 November 1990|title=Comorbidity of mental disorders with alcohol and other drug abuse. Results from the Epidemiologic Catchment Area (ECA) Study.|journal=JAMA|volume=264|issue=19|pages=2511-8|pmid=2232018}}&lt;/ref&gt;
| 47%
| New Haven, CT; Baltimore, MD; St. Louis, MO; Durham, NC; Los Angeles, CA
| National Institute of Mental Health (NIMH) Diagnostic Interview Schedule
|-
| HIV+ men in community health clinics&lt;ref&gt;{{cite journal|last1=Dew|first1=MA|last2=Becker|first2=JT|last3=Sanchez|first3=J|last4=Caldararo|first4=R|last5=Lopez|first5=OL|last6=Wess|first6=J|last7=Dorst|first7=SK|last8=Banks|first8=G|date=March 1997|title=Prevalence and predictors of depressive, anxiety and substance use disorders in HIV-infected and uninfected men: a longitudinal evaluation.|journal=Psychological medicine|volume=27|issue=2|pages=395-409|pmid=9089832}}&lt;/ref&gt;
| 24.4%
| Alleghany County, PA
| Structured Clinical Interview for DSM-III-R
|-
| Internal medicine inpatients&lt;ref&gt;{{cite journal|last1=Hansen|first1=MS|last2=Fink|first2=P|last3=Frydenberg|first3=M|last4=Oxhøj|first4=M|last5=Søndergaard|first5=L|last6=Munk-Jørgensen|first6=P|date=April 2001|title=Mental disorders among internal medical inpatients: prevalence, detection, and treatment status.|journal=Journal of psychosomatic research|volume=50|issue=4|pages=199-204|pmid=11369025}}&lt;/ref&gt;
| 10.9%
| Denmark
| Symptom Check List (SCL-8)
|}

== [[Evidence based assessment/Prediction phase|'''Prediction phase''']] ==

=== Psychometric properties of screening measures for Substance Use Disorder ===
The following section contains a list of screening and diagnostic instruments for Substance Use Disorder.

=== Screening instruments and diagnostic interviews ===

{| class=&quot;wikitable sortable&quot;
|-
! Measure 
!Format (Reporter)
!Age Range
!Administration/
Completion Time
|-
|[https://osf.io/x9smc Structured Clinical International Diagnostic Interview (SCID-I)]
|Interview
|Adults
|30 minutes-3 hours
|-
|[https://osf.io/h2n9j/?view_only=ec71313a9e844abb977e241b5443f0db Substance Dependence Severity Scale (SDSS)]
|Interview
|16-adult
|30-45 minutes 
|-
|[https://osf.io/7dh4s Global Appraisal of Individual Needs- Initial (GAIN-I) ($1.00 license fee per project for use of Beta version)]
|Interview
|12-adult
|1.5-2.5 hours
|}

'''Note:''' Reliability and validity are included in the extended version [[Evidence-based assessment/Substance use disorder (disorder portfolio)/extended version|here]]. This table includes measures with Good or Excellent ratings.  

=== Likelihood ratios and AUCs of screening measures for '''(insert portfolio name)''' ===

* '''''For a list of the likelihood ratios for more broadly reaching screening instruments, [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prediction_phase&amp;wteswitched=1#Likelihood_ratios_and_AUCs_of_common_screening_instruments click here.]'''''

{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
|-
! Screening Measure (Primary Reference)
! AUC
! LR+ (Score)
! LR- (Score)
! Clinical Generalizability 
|-
| [https://osf.io/gq86m/?view_only=628c7440cb5e4cbead514916f342a8cf Kessler 6 Screening Scale (K6)] &lt;ref&gt;{{cite journal|last1=Kessler|first1=RC|last2=Green|first2=JG|last3=Gruber|first3=MJ|last4=Sampson|first4=NA|last5=Bromet|first5=E|last6=Cuitan|first6=M|last7=Furukawa|first7=TA|last8=Gureje|first8=O|last9=Hinkov|first9=H|last10=Hu|first10=CY|last11=Lara|first11=C|last12=Lee|first12=S|last13=Mneimneh|first13=Z|last14=Myer|first14=L|last15=Oakley-Browne|first15=M|last16=Posada-Villa|first16=J|last17=Sagar|first17=R|last18=Viana|first18=MC|last19=Zaslavsky|first19=AM|title=Screening for serious mental illness in the general population with the K6 screening scale: results from the WHO World Mental Health (WMH) survey initiative.|journal=International journal of methods in psychiatric research|date=June 2010|volume=19 Suppl 1|pages=4-22|pmid=20527002}}&lt;/ref&gt;&lt;ref&gt;Swartz, J. A., &amp; Lurigio, A. J. (2006). Screening for serious mental illness in populations with co-occurring substance use disorders: Performance of the K6 scale. Journal of substance abuse treatment, 31(3), 287-296&lt;/ref&gt;
| 0.84
(N=41,770)
| 3.96
(13+)
| 0.296 
(0-12)
| High: The sample of 41,770 was drawn from initial surveys that were carried out in 14 countries.
|-
| [https://osf.io/czhgd Alcohol, Smoking and Substance Involvement Screening Test (ASSIST)]&lt;ref&gt;{{cite journal|last1=Humeniuk|first1=R|last2=Ali|first2=R|last3=Babor|first3=TF|last4=Farrell|first4=M|last5=Formigoni|first5=ML|last6=Jittiwutikarn|first6=J|last7=de Lacerda|first7=RB|last8=Ling|first8=W|last9=Marsden|first9=J|last10=Monteiro|first10=M|last11=Nhiwatiwa|first11=S|last12=Pal|first12=H|last13=Poznyak|first13=V|last14=Simon|first14=S|title=Validation of the Alcohol, Smoking And Substance Involvement Screening Test (ASSIST).|journal=Addiction (Abingdon, England)|date=June 2008|volume=103|issue=6|pages=1039-47|pmid=18373724}}&lt;/ref&gt;
| 0.84
(N=1,047)
| 2.76
| 0.28
| High: The sample of 1,047 participants was drawn from drug treatment and primary health care settings in Australia, Brazil, India, Thailand, the United Kingdom, the U.S. and Zimbabwe.
|-
| [https://osf.io/nk5vx/?view_only=348d7f1ee5e741f8a6657233403dda66 Drug Use Disorders Identification Test (DUDIT)]&lt;ref&gt;{{Cite journal|last=Voluse|first=Andrew C.|last2=Gioia|first2=Christopher J.|last3=Sobell|first3=Linda Carter|last4=Dum|first4=Mariam|last5=Sobell|first5=Mark B.|last6=Simco|first6=Edward R.|title=Psychometric properties of the Drug Use Disorders Identification Test (DUDIT) with substance abusers in outpatient and residential treatment|url=https://doi.org/10.1016/j.addbeh.2011.07.030|journal=Addictive Behaviors|volume=37|issue=1|pages=36–41|doi=10.1016/j.addbeh.2011.07.030}}&lt;/ref&gt;
|0.95
(N=153)
| 6
|0.12
| High: 153 participants from outpatient and residential substance use treatment programs
|}

'''Note:''' “LR+” refers to the change in likelihood ratio associated with a positive test score, and “LR-” is the likelihood ratio for a low score. Likelihood ratios of 1 indicate that the test result did not change impressions at all. LRs larger than 10 or smaller than 0.1 are frequently clinically decisive; 5 or 0.2 are helpful, and between 2.0 and 0.5 are small enough that they rarely result in clinically meaningful changes of formulation (Sackett et al., 2000).

''' Search terms''': [substance use OR substance use disorders] AND [sensitivity OR specificity] in Google Scholar and PsycINFO

=='''[[Evidence-based assessment/Prescription phase|Prescription phase]]'''==

===Gold standard diagnostic interviews===

* For a list of broad reaching diagnostic interviews sortable by disorder with PDFs (if applicable), [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prescription_phase&amp;wteswitched=1#Common_Diagnostic_Interviews click here.]

===Recommended diagnostic interviews for substance use disorder===
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
! colspan=&quot;5&quot; |Diagnostic instruments for '''(insert portfolio name)'''
|-
! Measure
! Format (Reporter)
! Age Range
! Administration/
Completion Time
!Where to Access
|-
| Diagnostic Interview Schedule- IV
|
|
|
|

|-
| Structured Clinical Interview for DSM-IV
|
|
|
|
|-
| The Psychiatric Research Interview for Substance and Mental Disorders
|
|
|
|
|-
|International Classification of Diseases, version 10
|
|
|
|
|-
|The Mini International Psychiatric Interview (M.I.N.I)&lt;ref name=&quot;Sheehan1998&quot; /&gt;
|
|
|
|
|}
'''Note:''' Reliability and validity are included in the extended version (link). This table includes measures with Good or Excellent ratings.

== '''[[Evidence-based assessment/Process phase|Process phase]]''' ==

=== Outcome and severity measures ===
This table includes clinically significant benchmarks for '''(insert portfolio name here)''' specific outcome measures
* Information on how to interpret this table can be [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Process_phase found here].
* Additionally, these [[Evidence based assessment/Vignettes|vignettes]] might be helpful resources for understanding appropriate adaptation of outcome measures in practice.
*''&lt;u&gt;For clinically significant change benchmarks for the CBCL, YSR, and TRF total, externalizing, internalizing, and attention benchmarks,&lt;/u&gt;'' [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Process_phase&amp;wteswitched=1#Clinically_significant_change_benchmarks_for_widely-used_outcome_measures see here.]

Clinically significant change benchmarks with common instruments and mood rating scales
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
|-
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:120%&quot; width=&quot;300&quot; | &lt;b&gt; &lt;/b&gt;
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:120%&quot; width=&quot;300&quot; | &lt;b&gt; Cut* Scores&lt;/b&gt;
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:120%&quot; | &lt;b&gt; Critical Change &lt;br&gt; (Unstandardized Scores)&lt;/b&gt;
|-
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:130%;&quot; | &lt;b&gt; Measure&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; A&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; B&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; C&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; 95%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; 90%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; SE&lt;sub&gt;difference&lt;/sub&gt;&lt;/b&gt;
|-
| colspan=&quot;9&quot;  span style=&quot;font-size:110%; text-align:center;&quot; | &lt;b&gt; Benchmarks Based on Published Norms&lt;/b&gt;
|-
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:100%;&quot; | ''[https://osf.io/wn3rb Rutgers Alcohol Problem Index]''&lt;ref name=&quot;Roberts&quot;&gt;{{cite journal|last1=Roberts|first1=LJ|last2=Neal|first2=DJ|last3=Kivlahan|first3=DR|last4=Baer|first4=JS|last5=Marlatt|first5=GA|title=Individual drinking changes following a brief intervention among college students: clinical significance in an indicated preventive context.|journal=Journal of consulting and clinical psychology|date=June 2000|volume=68|issue=3|pages=500-5|pmid=10883566}}&lt;/ref&gt; &lt;ref name=&quot;White1989&quot;&gt;{{cite journal|last1=White|first1=HR|last2=Labouvie|first2=EW|title=Towards the assessment of adolescent problem drinking.|journal=Journal of studies on alcohol|date=January 1989|volume=50|issue=1|pages=30-7|pmid=2927120}}&lt;/ref&gt;
|span style=&quot;text-align:center;font-size:100%;&quot; |0.8
|span style=&quot;text-align:center;font-size:100%;&quot; | 4.9
|span style=&quot;text-align:center;font-size:100%;&quot; | 4.0
|span style=&quot;text-align:center;font-size:100%;&quot; | 4.1
|span style=&quot;text-align:center;font-size:100%;&quot; | 3.5
|span style=&quot;text-align:center;font-size:100%;&quot; | 2.1
|-
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:100%;&quot;| ''[https://osf.io/vudep Alcohol Dependence Scale (ADS)]''&lt;ref name=&quot;Roberts&quot; /&gt; [https://osf.io/vudep (copyrighted)]
|span style=&quot;text-align:center;font-size:100%;&quot; | 1.2
|span style=&quot;text-align:center;font-size:100%;&quot; | 9.9
|span style=&quot;text-align:center;font-size:100%;&quot; | 7.8 
|span style=&quot;text-align:center;font-size:100%;&quot; | 1.4
|span style=&quot;text-align:center;font-size:100%;&quot; | 1.2 
|span style=&quot;text-align:center;font-size:100%;&quot; | 0.7
|-
|colspan=&quot;3&quot; style=&quot;text-align:center;font-size:100%;&quot;| ''[https://osf.io/23mwt/?view_only=1924fe3e90334b11bb1e099a691b2ffb Drug Abuse Screening Test (DAST)]'' &lt;ref&gt;{{cite journal|last1=Skinner|first1=HA|title=The drug abuse screening test.|journal=Addictive behaviors|date=1982|volume=7|issue=4|pages=363-71|pmid=7183189}}&lt;/ref&gt;
|span style=&quot;text-align:center;font-size:100%;&quot; | 0.1
|span style=&quot;text-align:center;font-size:100%;&quot; | 2.6 
|span style=&quot;text-align:center;font-size:100%;&quot; | 1.8
|span style=&quot;text-align:center;font-size:100%;&quot; | 1.6
|span style=&quot;text-align:center;font-size:100%;&quot; | 1.3
|span style=&quot;text-align:center;font-size:100%;&quot; | 0.8
|}

'''Note:''' &quot;A&quot; = Away from the clinical range, &quot;B&quot; = Back into the nonclinical range, &quot;C&quot; = Closer to the nonclinical than clinical mean.

'''Search terms''': [substance use OR substance use disorder] AND [clinical significance OR outcomes] in Google Scholar and PsycINFO

=== Treatment ===
In the United States, according to SAMHSA, of the 8.9 million adults with a dual diagnosis, 44% received some form of treatment in the past year. Given the frequent co-occurrence of mood disorders and substance use disorders, the recommended first step in treatment is for clinicians to deliver a comprehensive screening evaluation that will inform their treatment approach. There are a host of empirically supported treatments for substance use disorders, though medication interventions and psychotherapy are most common.

==== Medication ====
Specifically, medications have been shown to be most effective in the treatment of alcohol and opioid dependence. Naltrexone (50 mg/day) administered for 12 weeks has been shown to decrease cravings for alcohol and the number of days in which alcohol was consumed.&lt;ref&gt;{{cite journal|last1=Volpicelli|first1=JR|last2=Alterman|first2=AI|last3=Hayashida|first3=M|last4=O'Brien|first4=CP|date=November 1992|title=Naltrexone in the treatment of alcohol dependence.|journal=Archives of general psychiatry|volume=49|issue=11|pages=876-80|pmid=1345133}}&lt;/ref&gt; Disulfiram (250 mg/day), administered for one year, has been shown to help reduce drinking frequency after relapse.&lt;ref&gt;{{cite journal|last1=Chick|first1=J|last2=Gough|first2=K|last3=Falkowski|first3=W|last4=Kershaw|first4=P|last5=Hore|first5=B|last6=Mehta|first6=B|last7=Ritson|first7=B|last8=Ropner|first8=R|last9=Torley|first9=D|date=July 1992|title=Disulfiram treatment of alcoholism.|journal=The British journal of psychiatry : the journal of mental science|volume=161|pages=84-9|pmid=1638335}}&lt;/ref&gt;&lt;ref name=&quot;Fuller1986&quot;&gt;{{cite journal|last1=Fuller|first1=RK|last2=Branchey|first2=L|last3=Brightwell|first3=DR|last4=Derman|first4=RM|last5=Emrick|first5=CD|last6=Iber|first6=FL|last7=James|first7=KE|last8=Lacoursiere|first8=RB|last9=Lee|first9=KK|date=19 September 1986|title=Disulfiram treatment of alcoholism. A Veterans Administration cooperative study.|journal=JAMA|volume=256|issue=11|pages=1449-55|pmid=3528541|last10=Lowenstam|first10=I}}&lt;/ref&gt; In the context of opioid dependence, Methadone has been the gold standard medication treatment for over 30 years. According to numerous studies, patients on higher doses of methadone (&gt;50mg/day) report less illicit opioid use, as well as increased retention rates in treatment.&lt;ref&gt;{{cite journal|last1=Farrell|first1=M|last2=Ward|first2=J|last3=Mattick|first3=R|last4=Hall|first4=W|last5=Stimson|first5=G|last6=Des Jarlais|first6=D|last7=Gossop|first7=M|last8=Strang|first8=J|date=1994.|title=Methadone maintenance treatment in opiate dependence: a review.|journal=British Medical Journal|volume=309|issue=6960|page=997}}&lt;/ref&gt; Buprenorphine is an alternative to Methadone to treat opioid dependence and research similarly supports its clinical efficacy. Buprenorphine (60 mg/day) has been shown to bring about improved retention rates, as well as reduced illicit opioid use. 

==== Therapy ====

* Cognitive Behavioral Therapies
** While medication serves as an effective intervention for some with drug dependence, behavioral interventions are also empirically supported. A number of studies suggest that CBT is an effective intervention for substance use. In a 2010 review, McHugh, Hearon and Otto&lt;ref&gt;{{cite journal|last1=McHugh|first1=RK|last2=Hearon|first2=BA|last3=Otto|first3=MW|date=September 2010|title=Cognitive behavioral therapy for substance use disorders.|journal=The Psychiatric clinics of North America|volume=33|issue=3|pages=511-25|pmid=20599130}}&lt;/ref&gt; found that CBT for substance use, which synthesizes cognitive and motivational elements, as well as skills-building interventions, is effective both as a stand-alone treatment and when combined with other treatments. Acceptance and Commitment Therapy (ACT) has also been used to treat substance-using populations with encouraging results. Specifically, Lanza and Menéndez&lt;ref&gt;{{cite journal|last1=Villagrá Lanza|first1=P|last2=González Menéndez|first2=A|date=2013|title=Acceptance and Commitment Therapy for drug abuse in incarcerated women.|journal=Psicothema|volume=25|issue=3|pages=307-12|pmid=23910743}}&lt;/ref&gt; employed a 16-session ACT in the treatment of incarcerated females. In this population, abstinence rates, as well as anxiety sensitivity and other comorbid psychopathology showed improvement. Another behavior intervention that has been successfully implemented is Mindfulness Therapy for Substance Use.&lt;ref&gt;{{cite journal|last1=Marcus|first1=Marianne T.|last2=Zgierska|first2=Aleksandra|date=27 October 2009|title=Mindfulness-Based Therapies for Substance Use Disorders: Part 1|journal=Substance Abuse|volume=30|issue=4|pages=263–265|doi=10.1080/08897070903250027}}&lt;/ref&gt; Research indicates that this modality is effective across a range of populations through use of methods that help patients to develop nonreactive, acceptance behaviors.
* Contingency Management
** One common technique implemented as a treatment method across psychiatric disorders is contingency management, wherein the problematic behavior of the individual is closely monitored and reinforcers are delivered contingent upon detection of a target behavior.&lt;ref&gt;{{cite book|title=Contingency management for adolescent substance abuse : a practitioner's guide|last1=al.]|first1=Scott W. Henggeler ... [et|date=2012|publisher=Guilford Press|isbn=1462502474|location=New York, NY}}&lt;/ref&gt; In the case of substance use, abstinence is monitored via urine screens or other objective methods and the patient is rewarded for abstinence through prizes or vouchers, which are conversely withheld in the event that the patient does not remain abstinent as determined by urine screening or related methods. Recent work has demonstrated that contingency management can be an effective method for delaying time to first use after treatment and achieving short-term sobriety in individuals with substance use disorders. However, the effects of this intervention seem to be contingent upon the magnitude of the reward, and effects are not evident long-term.&lt;ref&gt;{{cite journal|last1=Petry|first1=NM|last2=Alessi|first2=SM|last3=Barry|first3=D|last4=Carroll|first4=KM|date=June 2015|title=Standard magnitude prize reinforcers can be as efficacious as larger magnitude reinforcers in cocaine-dependent methadone patients.|journal=Journal of consulting and clinical psychology|volume=83|issue=3|pages=464-72|pmid=25198284}}&lt;/ref&gt;
* Motivational Interviewing
** Motivational Interviewing is a treatment option that seems to be particularly useful for individuals who are ambivalent about changing behavior. This type of intervention requires the therapist to build a collaborative relationship with the patient, using empathic and non-confrontational approaches to help the patient enhance personal motivation to change.&lt;ref&gt;{{cite book|title=Motivational interviewing : helping people change|last1=Miller|first1=William R.|last2=Rollnick|first2=Stephen|date=2013|publisher=Guilford Press|isbn=1609182278|edition=3rd|location=New York, NY}}&lt;/ref&gt; Finally, behavioral activation therapy attempts to address comorbid diagnoses commonly occurring with substance use disorders (i.e., depression) in an attempt to improve outcomes for individuals who may be harder to treat. This technique aims to increase positive reinforcers and decrease intensity and occurrences of negative consequences and life events. This treatment approach has been effective in reducing severity of depression and anxiety symptoms, and increasing enjoyment and reward value of posttreatment activities as compared to treatment as usual.&lt;ref&gt;{{cite journal|last1=Daughters|first1=SB|last2=Braun|first2=AR|last3=Sargeant|first3=MN|last4=Reynolds|first4=EK|last5=Hopko|first5=DR|last6=Blanco|first6=C|last7=Lejuez|first7=CW|date=January 2008|title=Effectiveness of a brief behavioral treatment for inner-city illicit drug users with elevated depressive symptoms: the life enhancement treatment for substance use (LETS Act!).|journal=The Journal of clinical psychiatry|volume=69|issue=1|pages=122-9|pmid=18312046}}&lt;/ref&gt;

==Web based resources==
* '''[http://www.drugabuse.gov National Institute on Drug Abuse]'''

* '''[http://www.samhsa.gov/treatment/ Substance Abuse and Mental Health Services Administration (SAMHSA)]'''

* '''[http://www.addictionrecoveryguide.org/ The Addiction Recovery Guide]'''

* [http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/drug-and-alcohol-abuse/ EffectiveChildTherapy.Org information on Substance Abuse]

* [https://sccap53.org Society of Clinical Child and Adolescent Psychology]

==References==
{{collapse top|Click Expand for references}}
{{reflist|2}}
# 
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{{medical disclaimer}}
{{:{{BASEPAGENAME}}/Sidebar}}

==[[Evidence based assessment/Portfolio template/What is a &quot;portfolio&quot;|'''What is a &quot;portfolio?&quot;''']]==
For background information on what assessment portfolios are, click the link in the heading above. 

Want even 'more' information about this topic? There's an extended version of this page [[Evidence-based assessment/Substance use disorder (disorder portfolio)/extended version|here]]. 

== [[Evidence-based assessment/Preparation phase|'''Preparation Phase''']] ==
{{blockquotetop}}
&lt;big&gt;'''Diagnostic Criteria for Substance Use Disorder'''&lt;/big&gt;
&lt;big&gt;'''ICD-11 Diagnostic Criteria for Substance Use Disorder'''&lt;/big&gt;
*Disorders due to substance use and addictive behaviours are mental and behavioural disorders that develop as a result of the use of predominantly psychoactive substances, including medications, or specific repetitive rewarding and reinforcing behaviours.
**Note: The ICD-11 lists 20 additional subcategories of Substance Use Disorder. They can be found [https://icd.who.int/browse11/l-m/en#/http://id.who.int/icd/entity/1602669465 here].
&lt;big&gt;'''DSM Diagnostic Criteria for Substance Use Disorder'''&lt;/big&gt;
*Substance use disorder is a DSM disorder in the Substance-Related and Addictive Disorders chapter. It is characterized by the use of substances in a manner that leads to clinically significant impairment or distress.
* The diagnostic criteria for Substance Use Disorder disorder changed slightly from [[DSM-IV]] to [[w:Diagnostic_and_Statistical_Manual_of_Mental_Disorders#DSM-IV-TR_.282000.29|DSM-5]]. Summaries are available [http://www.dsm5.org/Documents/changes%20from%20dsm-iv-tr%20to%20dsm-5.pdf here].
{{blockquotebottom}}
=== Base rates of SUD in different populations and clinical settings ===
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
|-
! Setting
! Base Rate
! Demography
! Diagnostic Method
|-
| General population of North Carolina, aged 12 or older
| 6.7%
| North Carolina
| National Survey on Drug Use and Health (NSDUH), 2009 to 2013
|-
| 43,093 individuals, 18+ years old collected between 2001 and 2002&lt;ref&gt;Hasin DS, Grant BF. The National Epidemiologic Survey on Alcohol and Related Conditions (NESARC) Waves 1 and 2: review and summary of findings. Soc Psychiatry Psychiatr Epidemiol. 2015 Nov;50(11):1609-40. doi: 10.1007/s00127-015-1088-0. Epub 2015 Jul 26. PMID: 26210739.&lt;/ref&gt;
| 17.8 (0.5) Alcohol Abuse; 12.5 (0.4) Alcohol Dependence; 7.7 (0.2) Drug Abuse; 2.6 (0.1) Drug Dependence
| United States General Adult Population: National Epidemiologic Survey on Alcohol and Related Conditions (NESARC)
(Grant et al., 2007)
| National Institute on Alcohol Abuse and Alcoholism Alcohol Use Disorder and Associated Disabilities Interview Schedule- DSM IV Version (AUDADIS-IV)
|-
| 9,282 adults, 18+ years old ; collected between 2001 and 2003&lt;ref&gt;{{cite journal|last1=Kessler|first1=RC|last2=Green|first2=JG|last3=Gruber|first3=MJ|last4=Sampson|first4=NA|last5=Bromet|first5=E|last6=Cuitan|first6=M|last7=Furukawa|first7=TA|last8=Gureje|first8=O|last9=Hinkov|first9=H|date=June 2010|title=Screening for serious mental illness in the general population with the K6 screening scale: results from the WHO World Mental Health (WMH) survey initiative.|journal=International journal of methods in psychiatric research|volume=19 Suppl 1|pages=4-22|pmid=20527002|last10=Hu|first10=CY|last11=Lara|first11=C|last12=Lee|first12=S|last13=Mneimneh|first13=Z|last14=Myer|first14=L|last15=Oakley-Browne|first15=M|last16=Posada-Villa|first16=J|last17=Sagar|first17=R|last18=Viana|first18=MC|last19=Zaslavsky|first19=AM}}&lt;/ref&gt;
| 13.2 (0.6) Alcohol Abuse; 5.4 (0.3) Alcohol Dependence; 7.9 (0.4) Drug Abuse; 3.0 (0.2) Drug Dependence
| United States General Adult Population: National Comorbidity Survey Replication (NCS-R)
| World Mental Health Survey Initiative Version of the World Health Organization Composite International Diagnostic Interview (WMH-CIDI) which generates DSM-IV and International Classification of Diseases, 10th revision diagnoses
|-
| Urban General Medicine Practice, low-income primary care patients, 75% Hispanic&lt;ref&gt;{{cite journal|last1=Olfson|first1=M|last2=Shea|first2=S|last3=Feder|first3=A|last4=Fuentes|first4=M|last5=Nomura|first5=Y|last6=Gameroff|first6=M|last7=Weissman|first7=MM|date=NaN|title=Prevalence of anxiety, depression, and substance use disorders in an urban general medicine practice.|journal=Archives of family medicine|volume=9|issue=9|pages=876-83|pmid=11031395}}&lt;/ref&gt;
| 7.9%
| New York
| Patient Health Questionnaire
|-
| Incarcerated females&lt;ref&gt;{{cite journal|last1=Teplin|first1=LA|last2=Abram|first2=KM|last3=McClelland|first3=GM|date=June 1996|title=Prevalence of psychiatric disorders among incarcerated women. I. Pretrial jail detainees.|journal=Archives of general psychiatry|volume=53|issue=6|pages=505-12|pmid=8639033}}&lt;/ref&gt;
| 70.2%
| Chicago prison - 40 % African American, 33% White, 25 % Hispanic
| National Institute of Mental Health Diagnostic Interview Schedule Version 11I-R (NIMH DIS-III-R)
|-
|Incarcerated females (updated)

(Proctor 2012)
| 70% dependent
| Minnesota State Prison System- 801 females, 18-58 years old, 57.7% Caucasian, 21.5% African American, 13.2% Native American
|Substance Use Disorder Diagnostic Schedule-IV (SUDDS-IV)
|-
| Incarcerated male youths&lt;ref&gt;{{cite journal|last1=Wasserman|first1=GA|last2=McReynolds|first2=LS|last3=Lucas|first3=CP|last4=Fisher|first4=P|last5=Santos|first5=L|date=March 2002|title=The voice DISC-IV with incarcerated male youths: prevalence of disorder.|journal=Journal of the American Academy of Child and Adolescent Psychiatry|volume=41|issue=3|pages=314-21|pmid=11886026}}&lt;/ref&gt;
| 56.4%
| Texas state prison – 45 % African American, 33% White, 20% Hispanic
|Structured Clinical Interview for DSM IV – Substance Use Disorders Module
|-
| Individuals with schizophrenia across settings&lt;ref&gt;{{cite journal|last1=Regier|first1=DA|last2=Farmer|first2=ME|last3=Rae|first3=DS|last4=Locke|first4=BZ|last5=Keith|first5=SJ|last6=Judd|first6=LL|last7=Goodwin|first7=FK|date=21 November 1990|title=Comorbidity of mental disorders with alcohol and other drug abuse. Results from the Epidemiologic Catchment Area (ECA) Study.|journal=JAMA|volume=264|issue=19|pages=2511-8|pmid=2232018}}&lt;/ref&gt;
| 47%
| New Haven, CT; Baltimore, MD; St. Louis, MO; Durham, NC; Los Angeles, CA
| National Institute of Mental Health (NIMH) Diagnostic Interview Schedule
|-
| HIV+ men in community health clinics&lt;ref&gt;{{cite journal|last1=Dew|first1=MA|last2=Becker|first2=JT|last3=Sanchez|first3=J|last4=Caldararo|first4=R|last5=Lopez|first5=OL|last6=Wess|first6=J|last7=Dorst|first7=SK|last8=Banks|first8=G|date=March 1997|title=Prevalence and predictors of depressive, anxiety and substance use disorders in HIV-infected and uninfected men: a longitudinal evaluation.|journal=Psychological medicine|volume=27|issue=2|pages=395-409|pmid=9089832}}&lt;/ref&gt;
| 24.4%
| Alleghany County, PA
| Structured Clinical Interview for DSM-III-R
|-
| Internal medicine inpatients&lt;ref&gt;{{cite journal|last1=Hansen|first1=MS|last2=Fink|first2=P|last3=Frydenberg|first3=M|last4=Oxhøj|first4=M|last5=Søndergaard|first5=L|last6=Munk-Jørgensen|first6=P|date=April 2001|title=Mental disorders among internal medical inpatients: prevalence, detection, and treatment status.|journal=Journal of psychosomatic research|volume=50|issue=4|pages=199-204|pmid=11369025}}&lt;/ref&gt;
| 10.9%
| Denmark
| Symptom Check List (SCL-8)
|}

== [[Evidence based assessment/Prediction phase|'''Prediction phase''']] ==

=== Psychometric properties of screening measures for Substance Use Disorder ===
The following section contains a list of screening and diagnostic instruments for Substance Use Disorder.

=== Screening instruments and diagnostic interviews ===

{| class=&quot;wikitable sortable&quot;
|-
! Measure 
!Format (Reporter)
!Age Range
!Administration/
Completion Time
|-
|[https://osf.io/x9smc Structured Clinical International Diagnostic Interview (SCID-I)]
|Interview
|Adults
|30 minutes-3 hours
|-
|[https://osf.io/h2n9j/?view_only=ec71313a9e844abb977e241b5443f0db Substance Dependence Severity Scale (SDSS)]
|Interview
|16-adult
|30-45 minutes 
|-
|[https://osf.io/7dh4s Global Appraisal of Individual Needs- Initial (GAIN-I) ($1.00 license fee per project for use of Beta version)]
|Interview
|12-adult
|1.5-2.5 hours
|}

'''Note:''' Reliability and validity are included in the extended version [[Evidence-based assessment/Substance use disorder (disorder portfolio)/extended version|here]]. This table includes measures with Good or Excellent ratings.  

=== Likelihood ratios and AUCs of screening measures for '''(insert portfolio name)''' ===

* '''''For a list of the likelihood ratios for more broadly reaching screening instruments, [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prediction_phase&amp;wteswitched=1#Likelihood_ratios_and_AUCs_of_common_screening_instruments click here.]'''''

{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
|-
! Screening Measure (Primary Reference)
! AUC
! LR+ (Score)
! LR- (Score)
! Clinical Generalizability 
|-
| [https://osf.io/gq86m/?view_only=628c7440cb5e4cbead514916f342a8cf Kessler 6 Screening Scale (K6)] &lt;ref&gt;{{cite journal|last1=Kessler|first1=RC|last2=Green|first2=JG|last3=Gruber|first3=MJ|last4=Sampson|first4=NA|last5=Bromet|first5=E|last6=Cuitan|first6=M|last7=Furukawa|first7=TA|last8=Gureje|first8=O|last9=Hinkov|first9=H|last10=Hu|first10=CY|last11=Lara|first11=C|last12=Lee|first12=S|last13=Mneimneh|first13=Z|last14=Myer|first14=L|last15=Oakley-Browne|first15=M|last16=Posada-Villa|first16=J|last17=Sagar|first17=R|last18=Viana|first18=MC|last19=Zaslavsky|first19=AM|title=Screening for serious mental illness in the general population with the K6 screening scale: results from the WHO World Mental Health (WMH) survey initiative.|journal=International journal of methods in psychiatric research|date=June 2010|volume=19 Suppl 1|pages=4-22|pmid=20527002}}&lt;/ref&gt;&lt;ref&gt;Swartz, J. A., &amp; Lurigio, A. J. (2006). Screening for serious mental illness in populations with co-occurring substance use disorders: Performance of the K6 scale. Journal of substance abuse treatment, 31(3), 287-296&lt;/ref&gt;
| 0.84
(N=41,770)
| 3.96
(13+)
| 0.296 
(0-12)
| High: The sample of 41,770 was drawn from initial surveys that were carried out in 14 countries.
|-
| [https://osf.io/czhgd Alcohol, Smoking and Substance Involvement Screening Test (ASSIST)]&lt;ref&gt;{{cite journal|last1=Humeniuk|first1=R|last2=Ali|first2=R|last3=Babor|first3=TF|last4=Farrell|first4=M|last5=Formigoni|first5=ML|last6=Jittiwutikarn|first6=J|last7=de Lacerda|first7=RB|last8=Ling|first8=W|last9=Marsden|first9=J|last10=Monteiro|first10=M|last11=Nhiwatiwa|first11=S|last12=Pal|first12=H|last13=Poznyak|first13=V|last14=Simon|first14=S|title=Validation of the Alcohol, Smoking And Substance Involvement Screening Test (ASSIST).|journal=Addiction (Abingdon, England)|date=June 2008|volume=103|issue=6|pages=1039-47|pmid=18373724}}&lt;/ref&gt;
| 0.84
(N=1,047)
| 2.76
| 0.28
| High: The sample of 1,047 participants was drawn from drug treatment and primary health care settings in Australia, Brazil, India, Thailand, the United Kingdom, the U.S. and Zimbabwe.
|-
| [https://osf.io/nk5vx/?view_only=348d7f1ee5e741f8a6657233403dda66 Drug Use Disorders Identification Test (DUDIT)]&lt;ref&gt;{{Cite journal|last=Voluse|first=Andrew C.|last2=Gioia|first2=Christopher J.|last3=Sobell|first3=Linda Carter|last4=Dum|first4=Mariam|last5=Sobell|first5=Mark B.|last6=Simco|first6=Edward R.|title=Psychometric properties of the Drug Use Disorders Identification Test (DUDIT) with substance abusers in outpatient and residential treatment|url=https://doi.org/10.1016/j.addbeh.2011.07.030|journal=Addictive Behaviors|volume=37|issue=1|pages=36–41|doi=10.1016/j.addbeh.2011.07.030}}&lt;/ref&gt;
|0.95
(N=153)
| 6
|0.12
| High: 153 participants from outpatient and residential substance use treatment programs
|}

'''Note:''' “LR+” refers to the change in likelihood ratio associated with a positive test score, and “LR-” is the likelihood ratio for a low score. Likelihood ratios of 1 indicate that the test result did not change impressions at all. LRs larger than 10 or smaller than 0.1 are frequently clinically decisive; 5 or 0.2 are helpful, and between 2.0 and 0.5 are small enough that they rarely result in clinically meaningful changes of formulation (Sackett et al., 2000).

''' Search terms''': [substance use OR substance use disorders] AND [sensitivity OR specificity] in Google Scholar and PsycINFO

=='''[[Evidence-based assessment/Prescription phase|Prescription phase]]'''==

===Gold standard diagnostic interviews===

* For a list of broad reaching diagnostic interviews sortable by disorder with PDFs (if applicable), [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prescription_phase&amp;wteswitched=1#Common_Diagnostic_Interviews click here.]

===Recommended diagnostic interviews for substance use disorder===
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
! colspan=&quot;5&quot; |Diagnostic instruments for '''(insert portfolio name)'''
|-
! Measure
! Format (Reporter)
! Age Range
! Administration/
Completion Time
!Where to Access
|-
| Diagnostic Interview Schedule- IV
|
|
|
|

|-
| Structured Clinical Interview for DSM-IV
|
|
|
|
|-
| The Psychiatric Research Interview for Substance and Mental Disorders
|
|
|
|
|-
|International Classification of Diseases, version 10
|
|
|
|
|-
|The Mini International Psychiatric Interview (M.I.N.I)&lt;ref name=&quot;Sheehan1998&quot; /&gt;
|
|
|
|
|}
'''Note:''' Reliability and validity are included in the extended version (link). This table includes measures with Good or Excellent ratings.

== '''[[Evidence-based assessment/Process phase|Process phase]]''' ==

=== Outcome and severity measures ===
This table includes clinically significant benchmarks for '''(insert portfolio name here)''' specific outcome measures
* Information on how to interpret this table can be [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Process_phase found here].
* Additionally, these [[Evidence based assessment/Vignettes|vignettes]] might be helpful resources for understanding appropriate adaptation of outcome measures in practice.
*''&lt;u&gt;For clinically significant change benchmarks for the CBCL, YSR, and TRF total, externalizing, internalizing, and attention benchmarks,&lt;/u&gt;'' [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Process_phase&amp;wteswitched=1#Clinically_significant_change_benchmarks_for_widely-used_outcome_measures see here.]

Clinically significant change benchmarks with common instruments and mood rating scales
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
| colspan=&quot;7&quot; |
==== '''Clinically significant change benchmarks with common instruments and mood rating scales''' ====
|-
| style=&quot;text-align:center;font-size:120%&quot; width=&quot;300&quot; |
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:120%&quot; width=&quot;300&quot; | &lt;b&gt; Cut* Scores&lt;/b&gt;
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:120%&quot; | &lt;b&gt; Critical Change &lt;br&gt; (Unstandardized Scores)&lt;/b&gt;
|-
| style=&quot;text-align:center;font-size:130%;&quot; | &lt;b&gt; Measure&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; A&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; B&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; C&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; 95%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; 90%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; SE&lt;sub&gt;difference&lt;/sub&gt;&lt;/b&gt;
|-
| colspan=&quot;7&quot; style=&quot;font-size:110%; text-align:center;&quot; span | &lt;b&gt; Benchmarks Based on Published Norms&lt;/b&gt;
|-
| style=&quot;text-align:center;font-size:100%;&quot; | ''[https://osf.io/wn3rb Rutgers Alcohol Problem Index]''&lt;ref name=&quot;Roberts&quot;&gt;{{cite journal|last1=Roberts|first1=LJ|last2=Neal|first2=DJ|last3=Kivlahan|first3=DR|last4=Baer|first4=JS|last5=Marlatt|first5=GA|title=Individual drinking changes following a brief intervention among college students: clinical significance in an indicated preventive context.|journal=Journal of consulting and clinical psychology|date=June 2000|volume=68|issue=3|pages=500-5|pmid=10883566}}&lt;/ref&gt; &lt;ref name=&quot;White1989&quot;&gt;{{cite journal|last1=White|first1=HR|last2=Labouvie|first2=EW|title=Towards the assessment of adolescent problem drinking.|journal=Journal of studies on alcohol|date=January 1989|volume=50|issue=1|pages=30-7|pmid=2927120}}&lt;/ref&gt;
| style=&quot;text-align:center;font-size:100%;&quot; span |0.8
| style=&quot;text-align:center;font-size:100%;&quot; span | 4.9
| style=&quot;text-align:center;font-size:100%;&quot; span | 4.0
| style=&quot;text-align:center;font-size:100%;&quot; span | 4.1
| style=&quot;text-align:center;font-size:100%;&quot; span | 3.5
| style=&quot;text-align:center;font-size:100%;&quot; span | 2.1
|-
| style=&quot;text-align:center;font-size:100%;&quot; | ''[https://osf.io/vudep Alcohol Dependence Scale (ADS)]''&lt;ref name=&quot;Roberts&quot; /&gt; [https://osf.io/vudep (copyrighted)]
| style=&quot;text-align:center;font-size:100%;&quot; span | 1.2
| style=&quot;text-align:center;font-size:100%;&quot; span | 9.9
| style=&quot;text-align:center;font-size:100%;&quot; span | 7.8 
| style=&quot;text-align:center;font-size:100%;&quot; span | 1.4
| style=&quot;text-align:center;font-size:100%;&quot; span | 1.2 
| style=&quot;text-align:center;font-size:100%;&quot; span | 0.7
|-
| style=&quot;text-align:center;font-size:100%;&quot; | ''[https://osf.io/23mwt/?view_only=1924fe3e90334b11bb1e099a691b2ffb Drug Abuse Screening Test (DAST)]'' &lt;ref&gt;{{cite journal|last1=Skinner|first1=HA|title=The drug abuse screening test.|journal=Addictive behaviors|date=1982|volume=7|issue=4|pages=363-71|pmid=7183189}}&lt;/ref&gt;
| style=&quot;text-align:center;font-size:100%;&quot; span | 0.1
| style=&quot;text-align:center;font-size:100%;&quot; span | 2.6 
| style=&quot;text-align:center;font-size:100%;&quot; span | 1.8
| style=&quot;text-align:center;font-size:100%;&quot; span | 1.6
| style=&quot;text-align:center;font-size:100%;&quot; span | 1.3
| style=&quot;text-align:center;font-size:100%;&quot; span | 0.8
|}

'''Note:''' &quot;A&quot; = Away from the clinical range, &quot;B&quot; = Back into the nonclinical range, &quot;C&quot; = Closer to the nonclinical than clinical mean.

'''Search terms''': [substance use OR substance use disorder] AND [clinical significance OR outcomes] in Google Scholar and PsycINFO

=== Treatment ===
In the United States, according to SAMHSA, of the 8.9 million adults with a dual diagnosis, 44% received some form of treatment in the past year. Given the frequent co-occurrence of mood disorders and substance use disorders, the recommended first step in treatment is for clinicians to deliver a comprehensive screening evaluation that will inform their treatment approach. There are a host of empirically supported treatments for substance use disorders, though medication interventions and psychotherapy are most common.

==== Medication ====
Specifically, medications have been shown to be most effective in the treatment of alcohol and opioid dependence. Naltrexone (50 mg/day) administered for 12 weeks has been shown to decrease cravings for alcohol and the number of days in which alcohol was consumed.&lt;ref&gt;{{cite journal|last1=Volpicelli|first1=JR|last2=Alterman|first2=AI|last3=Hayashida|first3=M|last4=O'Brien|first4=CP|date=November 1992|title=Naltrexone in the treatment of alcohol dependence.|journal=Archives of general psychiatry|volume=49|issue=11|pages=876-80|pmid=1345133}}&lt;/ref&gt; Disulfiram (250 mg/day), administered for one year, has been shown to help reduce drinking frequency after relapse.&lt;ref&gt;{{cite journal|last1=Chick|first1=J|last2=Gough|first2=K|last3=Falkowski|first3=W|last4=Kershaw|first4=P|last5=Hore|first5=B|last6=Mehta|first6=B|last7=Ritson|first7=B|last8=Ropner|first8=R|last9=Torley|first9=D|date=July 1992|title=Disulfiram treatment of alcoholism.|journal=The British journal of psychiatry : the journal of mental science|volume=161|pages=84-9|pmid=1638335}}&lt;/ref&gt;&lt;ref name=&quot;Fuller1986&quot;&gt;{{cite journal|last1=Fuller|first1=RK|last2=Branchey|first2=L|last3=Brightwell|first3=DR|last4=Derman|first4=RM|last5=Emrick|first5=CD|last6=Iber|first6=FL|last7=James|first7=KE|last8=Lacoursiere|first8=RB|last9=Lee|first9=KK|date=19 September 1986|title=Disulfiram treatment of alcoholism. A Veterans Administration cooperative study.|journal=JAMA|volume=256|issue=11|pages=1449-55|pmid=3528541|last10=Lowenstam|first10=I}}&lt;/ref&gt; In the context of opioid dependence, Methadone has been the gold standard medication treatment for over 30 years. According to numerous studies, patients on higher doses of methadone (&gt;50mg/day) report less illicit opioid use, as well as increased retention rates in treatment.&lt;ref&gt;{{cite journal|last1=Farrell|first1=M|last2=Ward|first2=J|last3=Mattick|first3=R|last4=Hall|first4=W|last5=Stimson|first5=G|last6=Des Jarlais|first6=D|last7=Gossop|first7=M|last8=Strang|first8=J|date=1994.|title=Methadone maintenance treatment in opiate dependence: a review.|journal=British Medical Journal|volume=309|issue=6960|page=997}}&lt;/ref&gt; Buprenorphine is an alternative to Methadone to treat opioid dependence and research similarly supports its clinical efficacy. Buprenorphine (60 mg/day) has been shown to bring about improved retention rates, as well as reduced illicit opioid use. 

==== Therapy ====

* Cognitive Behavioral Therapies
** While medication serves as an effective intervention for some with drug dependence, behavioral interventions are also empirically supported. A number of studies suggest that CBT is an effective intervention for substance use. In a 2010 review, McHugh, Hearon and Otto&lt;ref&gt;{{cite journal|last1=McHugh|first1=RK|last2=Hearon|first2=BA|last3=Otto|first3=MW|date=September 2010|title=Cognitive behavioral therapy for substance use disorders.|journal=The Psychiatric clinics of North America|volume=33|issue=3|pages=511-25|pmid=20599130}}&lt;/ref&gt; found that CBT for substance use, which synthesizes cognitive and motivational elements, as well as skills-building interventions, is effective both as a stand-alone treatment and when combined with other treatments. Acceptance and Commitment Therapy (ACT) has also been used to treat substance-using populations with encouraging results. Specifically, Lanza and Menéndez&lt;ref&gt;{{cite journal|last1=Villagrá Lanza|first1=P|last2=González Menéndez|first2=A|date=2013|title=Acceptance and Commitment Therapy for drug abuse in incarcerated women.|journal=Psicothema|volume=25|issue=3|pages=307-12|pmid=23910743}}&lt;/ref&gt; employed a 16-session ACT in the treatment of incarcerated females. In this population, abstinence rates, as well as anxiety sensitivity and other comorbid psychopathology showed improvement. Another behavior intervention that has been successfully implemented is Mindfulness Therapy for Substance Use.&lt;ref&gt;{{cite journal|last1=Marcus|first1=Marianne T.|last2=Zgierska|first2=Aleksandra|date=27 October 2009|title=Mindfulness-Based Therapies for Substance Use Disorders: Part 1|journal=Substance Abuse|volume=30|issue=4|pages=263–265|doi=10.1080/08897070903250027}}&lt;/ref&gt; Research indicates that this modality is effective across a range of populations through use of methods that help patients to develop nonreactive, acceptance behaviors.
* Contingency Management
** One common technique implemented as a treatment method across psychiatric disorders is contingency management, wherein the problematic behavior of the individual is closely monitored and reinforcers are delivered contingent upon detection of a target behavior.&lt;ref&gt;{{cite book|title=Contingency management for adolescent substance abuse : a practitioner's guide|last1=al.]|first1=Scott W. Henggeler ... [et|date=2012|publisher=Guilford Press|isbn=1462502474|location=New York, NY}}&lt;/ref&gt; In the case of substance use, abstinence is monitored via urine screens or other objective methods and the patient is rewarded for abstinence through prizes or vouchers, which are conversely withheld in the event that the patient does not remain abstinent as determined by urine screening or related methods. Recent work has demonstrated that contingency management can be an effective method for delaying time to first use after treatment and achieving short-term sobriety in individuals with substance use disorders. However, the effects of this intervention seem to be contingent upon the magnitude of the reward, and effects are not evident long-term.&lt;ref&gt;{{cite journal|last1=Petry|first1=NM|last2=Alessi|first2=SM|last3=Barry|first3=D|last4=Carroll|first4=KM|date=June 2015|title=Standard magnitude prize reinforcers can be as efficacious as larger magnitude reinforcers in cocaine-dependent methadone patients.|journal=Journal of consulting and clinical psychology|volume=83|issue=3|pages=464-72|pmid=25198284}}&lt;/ref&gt;
* Motivational Interviewing
** Motivational Interviewing is a treatment option that seems to be particularly useful for individuals who are ambivalent about changing behavior. This type of intervention requires the therapist to build a collaborative relationship with the patient, using empathic and non-confrontational approaches to help the patient enhance personal motivation to change.&lt;ref&gt;{{cite book|title=Motivational interviewing : helping people change|last1=Miller|first1=William R.|last2=Rollnick|first2=Stephen|date=2013|publisher=Guilford Press|isbn=1609182278|edition=3rd|location=New York, NY}}&lt;/ref&gt; Finally, behavioral activation therapy attempts to address comorbid diagnoses commonly occurring with substance use disorders (i.e., depression) in an attempt to improve outcomes for individuals who may be harder to treat. This technique aims to increase positive reinforcers and decrease intensity and occurrences of negative consequences and life events. This treatment approach has been effective in reducing severity of depression and anxiety symptoms, and increasing enjoyment and reward value of posttreatment activities as compared to treatment as usual.&lt;ref&gt;{{cite journal|last1=Daughters|first1=SB|last2=Braun|first2=AR|last3=Sargeant|first3=MN|last4=Reynolds|first4=EK|last5=Hopko|first5=DR|last6=Blanco|first6=C|last7=Lejuez|first7=CW|date=January 2008|title=Effectiveness of a brief behavioral treatment for inner-city illicit drug users with elevated depressive symptoms: the life enhancement treatment for substance use (LETS Act!).|journal=The Journal of clinical psychiatry|volume=69|issue=1|pages=122-9|pmid=18312046}}&lt;/ref&gt;

==Web based resources==
* '''[http://www.drugabuse.gov National Institute on Drug Abuse]'''

* '''[http://www.samhsa.gov/treatment/ Substance Abuse and Mental Health Services Administration (SAMHSA)]'''

* '''[http://www.addictionrecoveryguide.org/ The Addiction Recovery Guide]'''

* [http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/drug-and-alcohol-abuse/ EffectiveChildTherapy.Org information on Substance Abuse]

* [https://sccap53.org Society of Clinical Child and Adolescent Psychology]

==References==
{{collapse top|Click Expand for references}}
{{reflist|2}}
# 
{{collapse bottom}}
[[Category:Psychological disorder portfolios|{{SUBPAGENAME}}]]</text>
      <sha1>iahb4xvnxsugu8zgq2kt1tqzdfqdkyj</sha1>
    </revision>
  </page>
  <page>
    <title>User:Guy vandegrift/sandbox</title>
    <ns>2</ns>
    <id>211310</id>
    <revision>
      <id>2408462</id>
      <parentid>2389269</parentid>
      <timestamp>2022-07-21T21:07:59Z</timestamp>
      <contributor>
        <username>Guy vandegrift</username>
        <id>813252</id>
      </contributor>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="7374" xml:space="preserve">{{subpages}}
{{DISPLAYTITLE:&lt;span style=&quot;font-size:50%&quot;&gt;User:Guy vandegrift/sandbox&lt;/span&gt;}} A@gg--&gt; 
{{user:Guy vandegrift/T/Projects}}
{{subpages/Simple}}  [[User:Guy vandegrift/sandbox/01]]
&amp;flat;  --  &amp;flat;  ♭

https://en.wikiversity.org/w/index.php?title=Draft:Sing_free/Great_Gate_of_Kyiv_(ear_training)/LilyPond_to_Audacity&amp;oldid=2385966
==job status==


check	{{Yellow tick}}

yellow tick Half done	{{Half done}} [[template: Half done]] [[Template:done]]

yellow tick Partly done	{{Partly done}}
	
Semi-done	{{Semi-done}}

&lt;div class=&quot;equation-box&quot; style=&quot;margin: 0 0 0 1em; &lt;!--
--&gt;padding: 5px; border-width:2px; border-style: solid; &lt;!--
--&gt;border-color: black; background-color: yellow; text-align: center; display: table&quot;&gt;
&lt;math&gt;\log_b(B)\cdot \log_B(b)=1&lt;/math&gt;
&lt;/div&gt; 


&lt;div class=&quot;equation-box&quot; style=&quot;margin: 0 0 0 1em; &lt;!--
--&gt;padding: 5px; border-width:2px; border-style: solid; &lt;!--
--&gt;border-color: black; background-color: white; text-align: center; display: table&quot;&gt;
&lt;math&gt;\log_b(B)\cdot \log_B(b)=1&lt;/math&gt;
&lt;/div&gt;

==tags==
I ask this question because in a draft I like to strike text before deleting it.  For example, I might write the following and tentatively delete it by striking it: &lt;s&gt;&lt;math&gt;x=y&lt;/math&gt; is an equation.&lt;/s&gt; I also like to avoid lint errors, even in drafts.  Consider the two cases:

*Case 1 is labeled as a lint error (misnested tag s):

&lt;nowiki&gt;&lt;s&gt;&lt;math&gt;x=y&lt;/math&gt; is &lt;/nowiki&gt;
  
&lt;nowiki&gt;an equation.&lt;/s&gt;&lt;/nowiki&gt;

*Case 2 is not labeled a lint error:

&lt;nowiki&gt;&lt;s&gt;&lt;math&gt;x=y&lt;/math&gt; is an equation.&lt;/s&gt;&lt;/nowiki&gt;

My concern is that Case 2 might be a lint error that is not captured by your lintHint system.  Is it a lint error?

==Active Sandbox End==
===calculus===
[[w:simple:]]

https://www.popularmechanics.com/science/math/a34196922/do-students-need-calculus-anymore/

[https://www.myopenmath.com/course/course.php?cid=61712 MOM Quizbank physics 2]

http://mediawiki2latex.wmflabs.org/

==Table of contents==
__TOC__

==Subpages==
{{Subpages/Simple}}

==Links==
*&lt;code&gt;&lt;nowiki&gt;https://en.wikiversity.org/wiki/Quizbank/Creating_a_bank_so_students_won%27t_%27%27break_the_bank%27%27&lt;/nowiki&gt;&lt;/code&gt;
*&lt;code&gt;&lt;nowiki&gt;https://en.wikiversity.org/wiki/Quizbank/Cost-benefit_analysis&lt;/nowiki&gt;&lt;/code&gt;
*[https://tools.wmflabs.org/pageviews/?project=en.wikiversity.org&amp;platform=all-access&amp;agent=user&amp;range=latest-20&amp;pages=Quizbank/Creating_a_bank_so_students_won%27t_%27%27break_the_bank%27%27 views:Creating_a_bank_so_students_won't &quot;break the bank&quot;]
*https://en.wikiversity.org/w/index.php?title=Quizbank/Creating_a_bank_so_students_won%27t_%27%27break_the_bank%27%27&amp;action=history
**[[/03]]

*[https://tools.wmflabs.org/pageviews/?project=en.wikiversity.org&amp;platform=all-access&amp;agent=user&amp;start=2018-04&amp;end=2019-03&amp;pages=Quizbank/All_questions views: all questions]
*[[OpenStax/✡]]
*[[Wikiversity:Why this physics professor will not join the strike]] . [[QB]] .   [[:Category:QB/LaTeXpdf]] 
*[https://tools.wmflabs.org/pageviews/?project=en.wikiversity.org&amp;platform=all-access&amp;agent=user&amp;range=latest-30&amp;pages=Wikiversity:Why_this_physics_professor_will_not_join_the_strike|Quizbank/All_questions|A_card_game_for_Bell%27s_theorem_and_its_loopholes/The_car_and_the_goats|QB|Quizbank|WikiJournal_of_Science/A_card_game_for_Bell%27s_theorem_and_its_loopholes|Quizbank/Creating_a_bank_so_students_won%27t_%27%27break_the_bank%27%27 pageviews]  . [https://tools.wmflabs.org/pageviews/?project=hi.wikipedia.org&amp;platform=all-access&amp;agent=user&amp;range=latest-20&amp;pages=%E0%A4%B8%E0%A4%A6%E0%A4%B8%E0%A5%8D%E0%A4%AF:Guy_vandegrift hi:views] [https://tools.wmflabs.org/pageviews/?project=en.wikiversity.org&amp;platform=all-access&amp;agent=user&amp;range=latest-20&amp;pages=User:Guy_vandegrift/2019/%E0%A5%90 2019/ॐ views] [https://hi.wikipedia.org/wiki/%E0%A4%B5%E0%A4%BF%E0%A4%B6%E0%A5%87%E0%A4%B7:%E0%A4%A7%E0%A5%8D%E0%A4%AF%E0%A4%BE%E0%A4%A8%E0%A4%B8%E0%A5%82%E0%A4%9A%E0%A5%80?hidepreviousrevisions=1&amp;hidecategorization=1&amp;hideWikibase=1&amp;limit=250&amp;days=3&amp;urlversion=2 hi:watch]

*[[Draft:OpenStax/✡]]
*[[w:Gas Dynamic Trap]]

*[[https://www.google.com/search?safe=off&amp;hl=en&amp;tbm=isch&amp;source=hp&amp;biw=1707&amp;bih=830&amp;ei=jaCeW6ytNqqYjwSdtKJI&amp;q=gaussian+surface&amp;oq=gaussian+surface&amp;gs_l=img.3..35i39l2j0l3j0i8i30j0i24l4.2557.5982..10920...0.0..0.84.955.16......2....1..gws-wiz-img.....0.-Gw1ze0QD1g#imgrc=_ Google image search for Gauss Law]]
*[[w:it:b:Fisica classica]]
*[[/Journal/]]
*[[Quizbank]]
*[[Quizbank/University Physics Semester 2]]  

:&lt;nowiki&gt;&lt;div style=&quot;text-align: right; direction: ltr; margin-left: 1em;&quot;&gt;[[Talk: {{PAGENAME}}|Equations]]{{spaces|5}}{{REVISIONID}}&lt;/div&gt;&lt;/nowiki&gt;

:&lt;nowiki&gt;|[[Talk:QB/xx|'''Equations''']]&lt;br&gt;&lt;/nowiki&gt;
*[https://wikiversity.miraheze.org/wiki/Physics_Teacher_report Physics Teacher report]

&lt;small&gt;https://tools.wmflabs.org/excel2wiki/ .
[[A card game for Bell's theorem and its loopholes|Bell paper]] .
[[A card game for Bell's theorem and its loopholes/Conceptual|Conceptual]] .
[[Special:PrefixIndex/QB/d_|QB/d_...]] [[Special:LintErrors/misnested-tag]]
&lt;/small&gt;

=====[[Wikiversity talk:Drafts]]=====
https://en.wikiversity.org/wiki/Special:Watchlist?hidepreviousrevisions=1&amp;hidecategorization=1&amp;hideWikibase=1&amp;limit=250&amp;days=7&amp;urlversion=2

===Pylatex===
https://jeltef.github.io/PyLaTeX/current/index.html

====constructivism====
https://www.utahnsagainstcommoncore.com/a-constructivist-math-example/

====Cost of college education====
https://www.theatlantic.com/education/archive/2018/09/why-is-college-so-expensive-in-america/569884/

[https://collegephysicsanswers.com/ Why can't students/government support this effort directly?]

{{EquationNote|Figure 1}}illustrates a successful effort 
==Wikiversity Sandbox Archive==
See also [[/Trash/]] .. [[user:Guy vandegrift/1]], [[user:Guy vandegrift/2|2]], [[user:Guy vandegrift/3|3]] ..
Current REVISIONID: {{REVISIONID}}  Date/Time: {{CURRENTTIME}}, {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} (UTC)
&lt;!-- #~~~~~[[special:permalink/ |]] --&gt;

#16:54, 2 February 2018 (UTC) [[special:permalink/1814477]] handy transclusions: courses_now and schedule 
#16:48, 2 February 2018 (UTC) [[special:permalink/1814330|permalink/1814330]] signatures with images
#19:41, 9 January 2018 (UTC) [[special:permalink/1801770|permalink/1801770]] Letter of rec to XXX.
#16:37, 8 February 2018 (UTC) [[special:permalink/1816250#Mini-essay_on_Kepler_and_Tycho]]
#Amazing list of images at [[w:User:Sbyrnes321]].  Two kinds of [[:File:Right_Hand_Rule_Torque.jpg|right]] hand rules 
#13:53, 24 April 2018 (UTC) [[special:permalink/1858886|Excel logic table for CHSH card game]]
#23:42, 11 May 2018 (UTC) [[special:permalink/1865381|Four comments on superdeterminism figure deleted from WJS]]
#23:35, 7 July 2018 (UTC) [[special:permalink/1888639|Quizbank/Python]]
#15:35, 9 July 2018 (UTC) [[special:permalink/1896216|Archive]] of &quot;old&quot; version of [[Quizbank]]
#15:34, 3 August 2018 (UTC) [[special:permalink/1667171|whisky cigar story]] 
#15:34, 3 August 2018 (UTC) [[special:permalink/1896927#Misnested_Tags|Misnested Tags]]
#02:36, 30 November 2019 (UTC)[[special:permalink/2099347|Quizbank/Cost-benefit analysis]]
#22:01, 1 December 2019 (UTC)[[special:permalink/2099847|Draft:How_to_create_a_Wikiversity_article/Sample_subpage]]&lt;br&gt;See also https://en.wikiversity.org/w/index.php?title=Draft:How_to_create_a_Wikiversity_article/Sample_subpage&amp;oldid=2099847
#next</text>
      <sha1>d19zlq2png1kdfoyaidxq347yei0g1v</sha1>
    </revision>
    <revision>
      <id>2408471</id>
      <parentid>2408462</parentid>
      <timestamp>2022-07-21T21:16:44Z</timestamp>
      <contributor>
        <username>Guy vandegrift</username>
        <id>813252</id>
      </contributor>
      <comment>Undo all revisions. Resource is empty, but not [[Wikiversity:Deletions|deleted]].</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="0" />
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    </revision>
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      <contributor>
        <username>Guy vandegrift</username>
        <id>813252</id>
      </contributor>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="167" xml:space="preserve">‎&lt;syntaxhighlight lang=&quot;python&quot; line&gt;
def quick_sort(arr):
	less = []
	pivot_list = []
	more = []
	if len(arr) &lt;= 1:
		return arr
	else:
		pass
‎&lt;/syntaxhighlight&gt;</text>
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    <revision>
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        <username>Guy vandegrift</username>
        <id>813252</id>
      </contributor>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="254" xml:space="preserve">‎&lt;syntaxhighlight lang=&quot;python&quot; line&gt;
Entered while i**2&lt;=n:
{2: 1} =prime_factors-except
[6.0, 2] =[n,i]
Entered while i**2&lt;=n:
{2: 2} =prime_factors-try
[3.0, 2] =[n,i]
Entered if n &gt; 1:
3.0 =n
trying
excepting
\cdot 2^2 \cdot 3
‎&lt;/syntaxhighlight&gt;</text>
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  </page>
  <page>
    <title>User:ThaniosAkro/sandbox</title>
    <ns>2</ns>
    <id>219126</id>
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      <contributor>
        <username>ThaniosAkro</username>
        <id>2805358</id>
      </contributor>
      <minor />
      <comment>/* Welcomen */</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="14463" xml:space="preserve">
&lt;math&gt;3&lt;/math&gt; cube roots of &lt;math&gt;W&lt;/math&gt; 

&lt;math&gt;W = 0.828 + 2.035\cdot i&lt;/math&gt; 

&lt;math&gt;w_0 = 1.2 + 0.5\cdot i&lt;/math&gt; 

&lt;math&gt;w_1 = \frac{-1.2 - 0.5\sqrt{3}}{2} + \frac{1.2\sqrt{3} - 0.5}{2}\cdot i&lt;/math&gt; 

&lt;math&gt;w_2 = \frac{-1.2 + 0.5\sqrt{3}}{2} + \frac{- 1.2\sqrt{3} - 0.5}{2}\cdot i&lt;/math&gt; 

&lt;math&gt;w_0^3 = w_1^3 = w_2^3 = W&lt;/math&gt; 

&lt;math&gt;&lt;/math&gt; 


&lt;math&gt;&lt;/math&gt;


&lt;math&gt;y = x^3 - x&lt;/math&gt;


&lt;math&gt;y = x^3&lt;/math&gt;


&lt;math&gt;y = x^3 + x&lt;/math&gt;
===allEqual===

&lt;math&gt;y = f(x) = x^3&lt;/math&gt;

&lt;math&gt;y = f(-x)&lt;/math&gt;

&lt;math&gt;y = f(x) = x^3 + x&lt;/math&gt;

&lt;math&gt;x = p&lt;/math&gt;

&lt;math&gt;y = f(x) =  (x-5)^3 - 4(x-5) + 7&lt;/math&gt;

{{Robelbox|title=[[Wikiversity:Welcome|Welcome]]|theme={{{theme|9}}}}}
&lt;div style=&quot;padding-top:0.25em; padding-bottom:0.2em; padding-left:0.5em; padding-right:0.75em;&quot;&gt;
[[Wikiversity:Welcome|Wikiversity]] is a [[Wikiversity:Sister projects|Wikimedia Foundation]] project devoted to [[learning resource]]s, [[learning projects]], and [[Portal:Research|research]] for use in all [[:Category:Resources by level|levels]], types, and styles of education from pre-school to university, including professional training and informal learning. We invite [[Wikiversity:Wikiversity teachers|teachers]], [[Wikiversity:Learning goals|students]], and [[Portal:Research|researchers]] to join us in creating [[open educational resources]] and collaborative [[Wikiversity:Learning community|learning communities]]. To learn more about Wikiversity, try a [[Help:Guides|guided tour]], learn about [[Wikiversity:Adding content|adding content]], or [[Wikiversity:Introduction|start editing now]].

&lt;/div&gt;
====Welcomee====
{{Robelbox|title=[[Wikiversity:Welcome|Welcome]]|theme={{{theme|9}}}}}
&lt;div style=&quot;padding-top:0.25em; 
     padding-bottom:0.2em; 
     padding-left:0.5em; 
     padding-right:0.75em;
     background-color: #FFF800;
     &quot;&gt;
[[Wikiversity:Welcome|Wikiversity]] is a [[Wikiversity:Sister projects|Wikimedia Foundation]] project devoted to [[learning resource]]s, [[learning projects]], and [[Portal:Research|research]] for use in all [[:Category:Resources by level|levels]], types, and styles of education from pre-school to university, including professional training and informal learning. We invite [[Wikiversity:Wikiversity teachers|teachers]], [[Wikiversity:Learning goals|students]], and [[Portal:Research|researchers]] to join us in creating [[open educational resources]] and collaborative [[Wikiversity:Learning community|learning communities]]. To learn more about Wikiversity, try a [[Help:Guides|guided tour]], learn about [[Wikiversity:Adding content|adding content]], or [[Wikiversity:Introduction|start editing now]].

&lt;/div&gt;

=====Welcomen=====
{{Robelbox|title=|theme={{{theme|9}}}}}
&lt;div style=&quot;padding-top:0.25em; 
     padding-bottom:0.2em; 
     padding-left:0.5em; 
     padding-right:0.75em;
     background-color: #FFFFFF;
     &quot;&gt;
[[Wikiversity:Welcome|Wikiversity]] is a [[Wikiversity:Sister projects|Wikimedia Foundation]] project devoted to [[learning resource]]s, [[learning projects]], and [[Portal:Research|research]] for use in all [[:Category:Resources by level|levels]], types, and styles of education from pre-school to university, including professional training and informal learning. We invite [[Wikiversity:Wikiversity teachers|teachers]], [[Wikiversity:Learning goals|students]], and [[Portal:Research|researchers]] to join us in creating [[open educational resources]] and collaborative [[Wikiversity:Learning community|learning communities]]. To learn more about Wikiversity, try a [[Help:Guides|guided tour]], learn about [[Wikiversity:Adding content|adding content]], or [[Wikiversity:Introduction|start editing now]].

&lt;/div&gt;
&lt;syntaxhighlight lang=python&gt;
# python code.
if a == b == c == d == e == f == g == h == 0 :if a == b == c == d == e == f == g == h == 0 :if a == b == c == d == e == f == g == h == 0 :if a == b == c == d == e == f == g == h == 0 :
    pass
&lt;/syntaxhighlight&gt;
{{Robelbox/close}}
{{Robelbox/close}}
{{Robelbox/close}}
&lt;noinclude&gt;
[[Category: main page templates]]
&lt;/noinclude&gt;

===text does not wrap===
&lt;div&gt;{{Wikiversity:Main Page/Introduction|theme={{{intro|13}}}}}&lt;/div&gt;

[[Wikiversity:Main Page/Introduction intro]]

[[https://en.wikiversity.org/w/index.php?title=Wikiversity:Main_Page/Layout Layout]]

[[https://en.wikiversity.org/w/index.php?title=Wikiversity:Main_Page/Introduction Introduction]]

{{RoundBoxTop|theme=5}}
{{Robelbox|title=|theme={{{theme|99}}}}}
&lt;div style=&quot;flex: 10%; min-width: 10em; vertical-align: top; background-color: #FFFCF1;&quot;&gt;
[[File:0715wrap01.png|thumb|400px|'''
2 screen shots showing where text wraps and where text doesn't wrap.'''
]]
Hello professor Braunschweig,

The 2 screenshots are of my sandbox.
The left hand shot shows that text when displayed normally doesn't wrap.
The right hand shot of preview taken in editing mode shows that text wraps.
I prefer the right hand method of text automatically wrapping. How do I ensure this?
Thanks.

{{RoundBoxTop|theme=5}}
{{Robelbox|title=|theme={{{theme|99}}}}}
&lt;div style=&quot;flex: 10%; min-width: 10em; vertical-align: top; background-color: #FFF600;&quot;&gt;
[[File:0715wrap01.png|thumb|400px|'''
2 screen shots showing where text wraps and where text doesn't wrap.'''
]]
Hello professor Braunschweig,

The 2 screenshots are of my sandbox.
The left hand shot shows that text when displayed normally doesn't wrap.
The right hand shot of preview taken in editing mode shows that text wraps.
I prefer the right hand method of text automatically wrapping. How do I ensure this?
Thanks.
&lt;/div&gt;
{{Robelbox/close}}
{{RoundBoxBottom}}
&lt;/div&gt;

{{Robelbox/close}}
{{RoundBoxBottom}}
&lt;div style=&quot;flex: 10%; min-width: 10em; vertical-align: top; background-color: #FFFCF1;&quot;&gt;
&lt;syntaxhighlight lang=python&gt;

&lt;/syntaxhighlight&gt;
For function &lt;code&gt;oneRootOfCubic()&lt;/code&gt; see [[Cubic_function#In_practice | Cubic_function: In_practice.]]
&lt;/div&gt;
{{RoundBoxTop|theme=2}}
&lt;syntaxhighlight lang=python&gt;
&lt;/syntaxhighlight&gt;
&lt;syntaxhighlight&gt;
&lt;/syntaxhighlight&gt;

{{RoundBoxBottom}}

&lt;math&gt;&lt;/math&gt;


&lt;math&gt;&lt;/math&gt;
&lt;math&gt;&lt;/math&gt;


===Examples===
{{RoundBoxTop|theme=5}}


&lt;math&gt;&lt;/math&gt;
&lt;math&gt;&lt;/math&gt;
&lt;math&gt;&lt;/math&gt;
&lt;math&gt;&lt;/math&gt;


&lt;math&gt;39x^2 + 64y^2 - 2496 = 0&lt;/math&gt;

&lt;math&gt;64x^2 + 39y^2 - 2496 = 0&lt;/math&gt;
&lt;math&gt;&lt;/math&gt;
&lt;math&gt;&lt;/math&gt;
&lt;math&gt;&lt;/math&gt;

====Techniques====
{{RoundBoxTop|theme=4}}
=====For speed=====
{{RoundBoxTop|theme=7}}
======Many comparisons======
{{RoundBoxTop|theme=8}}
If your code contains many numerical comparisons, it may be tempting to put:

&lt;math&gt;&lt;/math&gt;
&lt;math&gt;&lt;/math&gt;
&lt;math&gt;&lt;/math&gt;
&lt;math&gt;&lt;/math&gt;

&lt;syntaxhighlight lang=python&gt;
# python code.
if a == b == c == d == e == f == g == h == 0 :
    pass
&lt;/syntaxhighlight&gt;
If all values 
&lt;code&gt;a,b,c,d,e,f,g,h&lt;/code&gt; are equal and non-zero, processing the above statement takes time.
For greater speed, put &lt;math&gt;0&lt;/math&gt; and the value most likely to be non-zero at beginning of comparison:
&lt;syntaxhighlight lang=python&gt;
# python code.
if 0 == f == a == b == c == d == e == g == h :
    pass
&lt;/syntaxhighlight&gt;
&lt;math&gt;&lt;/math&gt;
&lt;math&gt;&lt;/math&gt;
&lt;math&gt;&lt;/math&gt;
&lt;math&gt;&lt;/math&gt;
&lt;math&gt;&lt;/math&gt;

{{RoundBoxBottom}}
======Divide by 2======
{{RoundBoxTop|theme=8}}


&lt;math&gt;&lt;/math&gt;
&lt;math&gt;&lt;/math&gt;
&lt;math&gt;&lt;/math&gt;
&lt;math&gt;&lt;/math&gt;
Division by 2 seems simple enough:
&lt;syntaxhighlight lang=python&gt;
# python code.
a = b / 2
&lt;/syntaxhighlight&gt;
Divisions are time consuming. If b is a large Decimal number, the following code is faster:
&lt;syntaxhighlight lang=python&gt;
# python code.
a = D('0.5') * b
&lt;/syntaxhighlight&gt;
If b is &lt;code&gt;type int,&lt;/code&gt; right shift is faster than multiplication by &lt;code&gt;0.5:&lt;/code&gt;
&lt;syntaxhighlight lang=python&gt;
# python code.
a = b &gt;&gt; 1
&lt;/syntaxhighlight&gt;
Also, right shift preserves precision of &lt;code&gt;type int:&lt;/code&gt;
&lt;syntaxhighlight lang=python&gt;
# python code.
&gt;&gt;&gt; b = 12345678901234567890123456789
&gt;&gt;&gt; a = b/2 ; a
6.172839450617284e+27
&gt;&gt;&gt; a = b &gt;&gt; 1 ; a
6172839450617283945061728394
&lt;/syntaxhighlight&gt;

{{RoundBoxTop|theme=8}}
To preserve rightmost bit:
&lt;syntaxhighlight lang=python&gt;
# python code.
&gt;&gt;&gt; b = 12345678901234567890123456789
&gt;&gt;&gt; rightbit = b &amp; 1 ; rightbit 
1
&gt;&gt;&gt; b &gt;&gt;= 1 ; b
6172839450617283945061728394
&lt;/syntaxhighlight&gt;
&lt;math&gt;&lt;/math&gt;
&lt;math&gt;&lt;/math&gt;
&lt;math&gt;&lt;/math&gt;
&lt;math&gt;&lt;/math&gt;
&lt;math&gt;&lt;/math&gt;

{{RoundBoxBottom}}
{{RoundBoxBottom}}
{{RoundBoxBottom}}

=====For clarity=====
{{RoundBoxTop|theme=7}}


&lt;math&gt;&lt;/math&gt;
&lt;math&gt;&lt;/math&gt;
&lt;math&gt;&lt;/math&gt;
&lt;math&gt;&lt;/math&gt;

&lt;syntaxhighlight lang=python&gt;
# python code.
&lt;/syntaxhighlight&gt;
&lt;math&gt;&lt;/math&gt;
&lt;math&gt;&lt;/math&gt;

{{RoundBoxBottom}}

&lt;math&gt;&lt;/math&gt;
&lt;math&gt;&lt;/math&gt;
&lt;math&gt;&lt;/math&gt;
&lt;math&gt;&lt;/math&gt;

&lt;syntaxhighlight lang=python&gt;
# python code.
&lt;/syntaxhighlight&gt;
&lt;math&gt;&lt;/math&gt;
&lt;math&gt;&lt;/math&gt;

{{RoundBoxBottom}}
{{RoundBoxBottom}}

===tables===
{{RoundBoxTop|theme=1}}

{| class=&quot;wikitable&quot;
|- 
!  || No equal roots !! 2 equal roots  !! 3 equal roots  !! 4 equal roots  !! 2 pairs of equal roots
|-
| Cubic: 1(a), 2(a)
| different
| different
| different
| same
| different
|-
| Quadratic: 1(b), 2(b)
| different
| different
| same, 1root
| null
| same, 2roots
|-
| Linear: 1(c), 2(c)
| different
| same
| null
| null
| null
|}


See [[Cubic_function#Function_as_product_of_linear_function_and_quadratic | Function_as_product_of_linear_function_and_quadratic]] above.

To calculate all roots:


&lt;syntaxhighlight lang=python&gt;
# python code.
a,b,c,d = 1,-3,-9,-5

# Associated quadratic:
p = -1
A = a
B = A*p + b
C = B*p + c

# Associated linear function:
a1 = A
b1 = a1*p + B

print ('x3 =', -b1/a1)
&lt;/syntaxhighlight&gt;
&lt;syntaxhighlight&gt;
x3 = 5.0
&lt;/syntaxhighlight&gt;
Roots of cubic function &lt;math&gt;f(x) = x^3 - 3x^2 - 9x - 5&lt;/math&gt; are &lt;math&gt;-1, -1, 5.&lt;/math&gt;


&lt;syntaxhighlight lang=python&gt;
# python code.

&lt;/syntaxhighlight&gt;
{{RoundBoxBottom}}

=Testing=
{{RoundBoxTop|theme=2}}
[[File:0410cubic01.png|thumb|400px|'''
Graph of cubic function with coefficient a negative.'''
&lt;/br&gt;
There is no absolute maximum or absolute minimum.
]]
Coefficient &lt;math&gt;a&lt;/math&gt; may be negative as shown in diagram.


As &lt;math&gt;abs(x)&lt;/math&gt; increases, the value of &lt;math&gt;f(x)&lt;/math&gt; is dominated by the term &lt;math&gt;-ax^3.&lt;/math&gt;

When &lt;math&gt;x&lt;/math&gt; has a very large negative value, &lt;math&gt;f(x)&lt;/math&gt; is always positive.

When &lt;math&gt;x&lt;/math&gt; has a very large positive value, &lt;math&gt;f(x)&lt;/math&gt; is always negative.


Unless stated otherwise, any reference to &quot;cubic function&quot; on this page will assume coefficient &lt;math&gt;a&lt;/math&gt; positive.
{{RoundBoxBottom}}
&lt;math&gt;x_{poi} = -1&lt;/math&gt;
&lt;math&gt;&lt;/math&gt;
&lt;math&gt;&lt;/math&gt;
&lt;math&gt;&lt;/math&gt;
&lt;math&gt;&lt;/math&gt;

=====Various planes in 3 dimensions=====
{{RoundBoxTop|theme=2}}
&lt;gallery&gt;
File:0713x=4.png|&lt;small&gt;plane x=4.&lt;/small&gt;
File:0713y=3.png|&lt;small&gt;plane y=3.&lt;/small&gt;
File:0713z=-2.png|&lt;small&gt;plane z=-2.&lt;/small&gt;
&lt;/gallery&gt;
{{RoundBoxBottom}}


&lt;syntaxhighlight lang=python&gt;
&lt;/syntaxhighlight&gt;
&lt;syntaxhighlight&gt;
&lt;/syntaxhighlight&gt;

&lt;syntaxhighlight lang=python&gt;
&lt;/syntaxhighlight&gt;
&lt;syntaxhighlight&gt;
&lt;/syntaxhighlight&gt;

&lt;syntaxhighlight&gt;
1.4142135623730950488016887242096980785696718753769480731766797379907324784621070388503875343276415727
  3501384623091229702492483605585073721264412149709993583141322266592750559275579995050115278206057147
  0109559971605970274534596862014728517418640889198609552329230484308714321450839762603627995251407989
  6872533965463318088296406206152583523950547457502877599617298355752203375318570113543746034084988471
  6038689997069900481503054402779031645424782306849293691862158057846311159666871301301561856898723723
  5288509264861249497715421833420428568606014682472077143585487415565706967765372022648544701585880162
  0758474922657226002085584466521458398893944370926591800311388246468157082630100594858704003186480342
  1948972782906410450726368813137398552561173220402450912277002269411275736272804957381089675040183698
  6836845072579936472906076299694138047565482372899718032680247442062926912485905218100445984215059112
  0249441341728531478105803603371077309182869314710171111683916581726889419758716582152128229518488472
&lt;/syntaxhighlight&gt;


&lt;math&gt;\theta_1&lt;/math&gt;


{{RoundBoxTop|theme=2}}
[[File:0422xx_x_2.png|thumb|400px|'''
Figure 1: Diagram illustrating relationship between &lt;math&gt;f(x) = x^2 - x - 2&lt;/math&gt;
and &lt;math&gt;f'(x) = 2x - 1.&lt;/math&gt;'''
&lt;/br&gt;
]]
{{RoundBoxBottom}}
&lt;math&gt;O\ (0,0,0)&lt;/math&gt;

&lt;math&gt;M\ (A_1,B_1,C_1)&lt;/math&gt;

&lt;math&gt;N\ (A_2,B_2,C_2)&lt;/math&gt;

&lt;math&gt;\theta&lt;/math&gt;


&lt;math&gt;\ \ \ \ \ \ \ \ &lt;/math&gt;


:&lt;math&gt;\begin{align}
(6) - (7),\ 4Apq + 2Bq =&amp;\ 0\\
	       2Ap + B =&amp;\ 0\\
                   2Ap =&amp;\ - B\\
\\
                     p =&amp;\ \frac{-B}{2A}\ \dots\ (8)
\end{align}&lt;/math&gt;

&lt;math&gt;\ \ \ \ \ \ \ \ &lt;/math&gt;

:&lt;math&gt;\begin{align}
1.&amp;4141475869yugh\\
  &amp;2645er3423231sgdtrf\\
  &amp;dhcgfyrt45erwesd
\end{align}&lt;/math&gt;

&lt;math&gt;\ \ \ \ \ \ \ \ &lt;/math&gt;


:&lt;math&gt;
  4\sin 18^\circ
  = \sqrt{2(3 - \sqrt 5)}
  = \sqrt 5 - 1
&lt;/math&gt;
====Introduction to floats====
{{RoundBoxTop|theme=5}}
Although integers are great for many situations, they have a serious limitation, integers are [[Wikipedia:Natural number|whole numbers]]. This means that they do not include all [[Wikipedia:Real number|real numbers]]. A ''real number'' is a value that represents a quantity along a continuous line&lt;ref&gt;[[Wikipedia:Real number]]&lt;/ref&gt;, which means that it can have fractions in decimal forms. &lt;code&gt;4.5&lt;/code&gt;, &lt;code&gt;1.25&lt;/code&gt;, and &lt;code&gt;0.75&lt;/code&gt; are all real numbers. In computer science, real numbers are represented as floats. To test if a number is float, we can use the &lt;code&gt;isinstance&lt;/code&gt; built-in function.
&lt;syntaxhighlight lang=python&gt;
&gt;&gt;&gt; isinstance(4.5, float)
True
&gt;&gt;&gt; isinstance(1.25, float)
True
&gt;&gt;&gt; isinstance(0.75, float)
True
&gt;&gt;&gt; isinstance(3.14159, float)
True
&gt;&gt;&gt; isinstance(2.71828, float)
True
&gt;&gt;&gt; isinstance(1.0, float)
True
&gt;&gt;&gt; isinstance(271828, float)
False
&gt;&gt;&gt; isinstance(0, float)
False
&gt;&gt;&gt; isinstance(0.0, float)
True
&lt;/syntaxhighlight&gt;


As a general rule of thumb, floats have a ''[[Wikipedia:Decimal mark|decimal point]]'' and integers do not have a ''decimal point''. So even though &lt;code&gt;4&lt;/code&gt; and &lt;code&gt;4.0&lt;/code&gt; are the same number, &lt;code&gt;4&lt;/code&gt; is an integer while &lt;code&gt;4.0&lt;/code&gt; is a float.

The basic arithmetic operations used for integers will also work for floats. (Bitwise operators will not work with floats.)
&lt;syntaxhighlight lang=python&gt;
&gt;&gt;&gt; 4.0 + 2.0
6.0
&gt;&gt;&gt; -1.0 + 4.5
3.5
&gt;&gt;&gt; 1.75 - 1.5
0.25
&gt;&gt;&gt; 4.13 - 1.1
3.03
&gt;&gt;&gt; 4.5 // 1.0
4.0
&gt;&gt;&gt; 4.5 / 1.0
4.5
&gt;&gt;&gt; 4.5 % 1.0
0.5
&gt;&gt;&gt; 7.75 * 0.25
1.9375
&gt;&gt;&gt; 0.5 * 0.5
0.25
&gt;&gt;&gt; 1.5 ** 2.0
2.25
&lt;/syntaxhighlight&gt;
{{RoundBoxBottom}}</text>
      <sha1>sst6zo87dxhaj8elkas261looqhaesx</sha1>
    </revision>
    <revision>
      <id>2408449</id>
      <parentid>2408434</parentid>
      <timestamp>2022-07-21T19:56:40Z</timestamp>
      <contributor>
        <username>ThaniosAkro</username>
        <id>2805358</id>
      </contributor>
      <minor />
      <comment>/* Testing */</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="15454" xml:space="preserve">
&lt;math&gt;3&lt;/math&gt; cube roots of &lt;math&gt;W&lt;/math&gt; 

&lt;math&gt;W = 0.828 + 2.035\cdot i&lt;/math&gt; 

&lt;math&gt;w_0 = 1.2 + 0.5\cdot i&lt;/math&gt; 

&lt;math&gt;w_1 = \frac{-1.2 - 0.5\sqrt{3}}{2} + \frac{1.2\sqrt{3} - 0.5}{2}\cdot i&lt;/math&gt; 

&lt;math&gt;w_2 = \frac{-1.2 + 0.5\sqrt{3}}{2} + \frac{- 1.2\sqrt{3} - 0.5}{2}\cdot i&lt;/math&gt; 

&lt;math&gt;w_0^3 = w_1^3 = w_2^3 = W&lt;/math&gt; 

&lt;math&gt;&lt;/math&gt; 


&lt;math&gt;&lt;/math&gt;


&lt;math&gt;y = x^3 - x&lt;/math&gt;


&lt;math&gt;y = x^3&lt;/math&gt;


&lt;math&gt;y = x^3 + x&lt;/math&gt;
===allEqual===

&lt;math&gt;y = f(x) = x^3&lt;/math&gt;

&lt;math&gt;y = f(-x)&lt;/math&gt;

&lt;math&gt;y = f(x) = x^3 + x&lt;/math&gt;

&lt;math&gt;x = p&lt;/math&gt;

&lt;math&gt;y = f(x) =  (x-5)^3 - 4(x-5) + 7&lt;/math&gt;

{{Robelbox|title=[[Wikiversity:Welcome|Welcome]]|theme={{{theme|9}}}}}
&lt;div style=&quot;padding-top:0.25em; padding-bottom:0.2em; padding-left:0.5em; padding-right:0.75em;&quot;&gt;
[[Wikiversity:Welcome|Wikiversity]] is a [[Wikiversity:Sister projects|Wikimedia Foundation]] project devoted to [[learning resource]]s, [[learning projects]], and [[Portal:Research|research]] for use in all [[:Category:Resources by level|levels]], types, and styles of education from pre-school to university, including professional training and informal learning. We invite [[Wikiversity:Wikiversity teachers|teachers]], [[Wikiversity:Learning goals|students]], and [[Portal:Research|researchers]] to join us in creating [[open educational resources]] and collaborative [[Wikiversity:Learning community|learning communities]]. To learn more about Wikiversity, try a [[Help:Guides|guided tour]], learn about [[Wikiversity:Adding content|adding content]], or [[Wikiversity:Introduction|start editing now]].

&lt;/div&gt;
====Welcomee====
{{Robelbox|title=[[Wikiversity:Welcome|Welcome]]|theme={{{theme|9}}}}}
&lt;div style=&quot;padding-top:0.25em; 
     padding-bottom:0.2em; 
     padding-left:0.5em; 
     padding-right:0.75em;
     background-color: #FFF800;
     &quot;&gt;
[[Wikiversity:Welcome|Wikiversity]] is a [[Wikiversity:Sister projects|Wikimedia Foundation]] project devoted to [[learning resource]]s, [[learning projects]], and [[Portal:Research|research]] for use in all [[:Category:Resources by level|levels]], types, and styles of education from pre-school to university, including professional training and informal learning. We invite [[Wikiversity:Wikiversity teachers|teachers]], [[Wikiversity:Learning goals|students]], and [[Portal:Research|researchers]] to join us in creating [[open educational resources]] and collaborative [[Wikiversity:Learning community|learning communities]]. To learn more about Wikiversity, try a [[Help:Guides|guided tour]], learn about [[Wikiversity:Adding content|adding content]], or [[Wikiversity:Introduction|start editing now]].

&lt;/div&gt;

=====Welcomen=====
{{Robelbox|title=|theme={{{theme|9}}}}}
&lt;div style=&quot;padding-top:0.25em; 
     padding-bottom:0.2em; 
     padding-left:0.5em; 
     padding-right:0.75em;
     background-color: #FFFFFF;
     &quot;&gt;
[[Wikiversity:Welcome|Wikiversity]] is a [[Wikiversity:Sister projects|Wikimedia Foundation]] project devoted to [[learning resource]]s, [[learning projects]], and [[Portal:Research|research]] for use in all [[:Category:Resources by level|levels]], types, and styles of education from pre-school to university, including professional training and informal learning. We invite [[Wikiversity:Wikiversity teachers|teachers]], [[Wikiversity:Learning goals|students]], and [[Portal:Research|researchers]] to join us in creating [[open educational resources]] and collaborative [[Wikiversity:Learning community|learning communities]]. To learn more about Wikiversity, try a [[Help:Guides|guided tour]], learn about [[Wikiversity:Adding content|adding content]], or [[Wikiversity:Introduction|start editing now]].

&lt;/div&gt;
&lt;syntaxhighlight lang=python&gt;
# python code.
if a == b == c == d == e == f == g == h == 0 :if a == b == c == d == e == f == g == h == 0 :if a == b == c == d == e == f == g == h == 0 :if a == b == c == d == e == f == g == h == 0 :
    pass
&lt;/syntaxhighlight&gt;
{{Robelbox/close}}
{{Robelbox/close}}
{{Robelbox/close}}
&lt;noinclude&gt;
[[Category: main page templates]]
&lt;/noinclude&gt;

===text does not wrap===
&lt;div&gt;{{Wikiversity:Main Page/Introduction|theme={{{intro|13}}}}}&lt;/div&gt;

[[Wikiversity:Main Page/Introduction intro]]

[[https://en.wikiversity.org/w/index.php?title=Wikiversity:Main_Page/Layout Layout]]

[[https://en.wikiversity.org/w/index.php?title=Wikiversity:Main_Page/Introduction Introduction]]

{{RoundBoxTop|theme=5}}
{{Robelbox|title=|theme={{{theme|99}}}}}
&lt;div style=&quot;flex: 10%; min-width: 10em; vertical-align: top; background-color: #FFFCF1;&quot;&gt;
[[File:0715wrap01.png|thumb|400px|'''
2 screen shots showing where text wraps and where text doesn't wrap.'''
]]
Hello professor Braunschweig,

The 2 screenshots are of my sandbox.
The left hand shot shows that text when displayed normally doesn't wrap.
The right hand shot of preview taken in editing mode shows that text wraps.
I prefer the right hand method of text automatically wrapping. How do I ensure this?
Thanks.

{{RoundBoxTop|theme=5}}
{{Robelbox|title=|theme={{{theme|99}}}}}
&lt;div style=&quot;flex: 10%; min-width: 10em; vertical-align: top; background-color: #FFF600;&quot;&gt;
[[File:0715wrap01.png|thumb|400px|'''
2 screen shots showing where text wraps and where text doesn't wrap.'''
]]
Hello professor Braunschweig,

The 2 screenshots are of my sandbox.
The left hand shot shows that text when displayed normally doesn't wrap.
The right hand shot of preview taken in editing mode shows that text wraps.
I prefer the right hand method of text automatically wrapping. How do I ensure this?
Thanks.
&lt;/div&gt;
{{Robelbox/close}}
{{RoundBoxBottom}}
&lt;/div&gt;

{{Robelbox/close}}
{{RoundBoxBottom}}
&lt;div style=&quot;flex: 10%; min-width: 10em; vertical-align: top; background-color: #FFFCF1;&quot;&gt;
&lt;syntaxhighlight lang=python&gt;

&lt;/syntaxhighlight&gt;
For function &lt;code&gt;oneRootOfCubic()&lt;/code&gt; see [[Cubic_function#In_practice | Cubic_function: In_practice.]]
&lt;/div&gt;
{{RoundBoxTop|theme=2}}
&lt;syntaxhighlight lang=python&gt;
&lt;/syntaxhighlight&gt;
&lt;syntaxhighlight&gt;
&lt;/syntaxhighlight&gt;

{{RoundBoxBottom}}

&lt;math&gt;&lt;/math&gt;


&lt;math&gt;&lt;/math&gt;
&lt;math&gt;&lt;/math&gt;


===Examples===
{{RoundBoxTop|theme=5}}


&lt;math&gt;&lt;/math&gt;
&lt;math&gt;&lt;/math&gt;
&lt;math&gt;&lt;/math&gt;
&lt;math&gt;&lt;/math&gt;


&lt;math&gt;39x^2 + 64y^2 - 2496 = 0&lt;/math&gt;

&lt;math&gt;64x^2 + 39y^2 - 2496 = 0&lt;/math&gt;
&lt;math&gt;&lt;/math&gt;
&lt;math&gt;&lt;/math&gt;
&lt;math&gt;&lt;/math&gt;

====Techniques====
{{RoundBoxTop|theme=4}}
=====For speed=====
{{RoundBoxTop|theme=7}}
======Many comparisons======
{{RoundBoxTop|theme=8}}
If your code contains many numerical comparisons, it may be tempting to put:

&lt;math&gt;&lt;/math&gt;
&lt;math&gt;&lt;/math&gt;
&lt;math&gt;&lt;/math&gt;
&lt;math&gt;&lt;/math&gt;

&lt;syntaxhighlight lang=python&gt;
# python code.
if a == b == c == d == e == f == g == h == 0 :
    pass
&lt;/syntaxhighlight&gt;
If all values 
&lt;code&gt;a,b,c,d,e,f,g,h&lt;/code&gt; are equal and non-zero, processing the above statement takes time.
For greater speed, put &lt;math&gt;0&lt;/math&gt; and the value most likely to be non-zero at beginning of comparison:
&lt;syntaxhighlight lang=python&gt;
# python code.
if 0 == f == a == b == c == d == e == g == h :
    pass
&lt;/syntaxhighlight&gt;
&lt;math&gt;&lt;/math&gt;
&lt;math&gt;&lt;/math&gt;
&lt;math&gt;&lt;/math&gt;
&lt;math&gt;&lt;/math&gt;
&lt;math&gt;&lt;/math&gt;

{{RoundBoxBottom}}
======Divide by 2======
{{RoundBoxTop|theme=8}}


&lt;math&gt;&lt;/math&gt;
&lt;math&gt;&lt;/math&gt;
&lt;math&gt;&lt;/math&gt;
&lt;math&gt;&lt;/math&gt;
Division by 2 seems simple enough:
&lt;syntaxhighlight lang=python&gt;
# python code.
a = b / 2
&lt;/syntaxhighlight&gt;
Divisions are time consuming. If b is a large Decimal number, the following code is faster:
&lt;syntaxhighlight lang=python&gt;
# python code.
a = D('0.5') * b
&lt;/syntaxhighlight&gt;
If b is &lt;code&gt;type int,&lt;/code&gt; right shift is faster than multiplication by &lt;code&gt;0.5:&lt;/code&gt;
&lt;syntaxhighlight lang=python&gt;
# python code.
a = b &gt;&gt; 1
&lt;/syntaxhighlight&gt;
Also, right shift preserves precision of &lt;code&gt;type int:&lt;/code&gt;
&lt;syntaxhighlight lang=python&gt;
# python code.
&gt;&gt;&gt; b = 12345678901234567890123456789
&gt;&gt;&gt; a = b/2 ; a
6.172839450617284e+27
&gt;&gt;&gt; a = b &gt;&gt; 1 ; a
6172839450617283945061728394
&lt;/syntaxhighlight&gt;

{{RoundBoxTop|theme=8}}
To preserve rightmost bit:
&lt;syntaxhighlight lang=python&gt;
# python code.
&gt;&gt;&gt; b = 12345678901234567890123456789
&gt;&gt;&gt; rightbit = b &amp; 1 ; rightbit 
1
&gt;&gt;&gt; b &gt;&gt;= 1 ; b
6172839450617283945061728394
&lt;/syntaxhighlight&gt;
&lt;math&gt;&lt;/math&gt;
&lt;math&gt;&lt;/math&gt;
&lt;math&gt;&lt;/math&gt;
&lt;math&gt;&lt;/math&gt;
&lt;math&gt;&lt;/math&gt;

{{RoundBoxBottom}}
{{RoundBoxBottom}}
{{RoundBoxBottom}}

=====For clarity=====
{{RoundBoxTop|theme=7}}


&lt;math&gt;&lt;/math&gt;
&lt;math&gt;&lt;/math&gt;
&lt;math&gt;&lt;/math&gt;
&lt;math&gt;&lt;/math&gt;

&lt;syntaxhighlight lang=python&gt;
# python code.
&lt;/syntaxhighlight&gt;
&lt;math&gt;&lt;/math&gt;
&lt;math&gt;&lt;/math&gt;

{{RoundBoxBottom}}

&lt;math&gt;&lt;/math&gt;
&lt;math&gt;&lt;/math&gt;
&lt;math&gt;&lt;/math&gt;
&lt;math&gt;&lt;/math&gt;

&lt;syntaxhighlight lang=python&gt;
# python code.
&lt;/syntaxhighlight&gt;
&lt;math&gt;&lt;/math&gt;
&lt;math&gt;&lt;/math&gt;

{{RoundBoxBottom}}
{{RoundBoxBottom}}

===tables===
{{RoundBoxTop|theme=1}}

{| class=&quot;wikitable&quot;
|- 
!  || No equal roots !! 2 equal roots  !! 3 equal roots  !! 4 equal roots  !! 2 pairs of equal roots
|-
| Cubic: 1(a), 2(a)
| different
| different
| different
| same
| different
|-
| Quadratic: 1(b), 2(b)
| different
| different
| same, 1root
| null
| same, 2roots
|-
| Linear: 1(c), 2(c)
| different
| same
| null
| null
| null
|}


See [[Cubic_function#Function_as_product_of_linear_function_and_quadratic | Function_as_product_of_linear_function_and_quadratic]] above.

To calculate all roots:


&lt;syntaxhighlight lang=python&gt;
# python code.
a,b,c,d = 1,-3,-9,-5

# Associated quadratic:
p = -1
A = a
B = A*p + b
C = B*p + c

# Associated linear function:
a1 = A
b1 = a1*p + B

print ('x3 =', -b1/a1)
&lt;/syntaxhighlight&gt;
&lt;syntaxhighlight&gt;
x3 = 5.0
&lt;/syntaxhighlight&gt;
Roots of cubic function &lt;math&gt;f(x) = x^3 - 3x^2 - 9x - 5&lt;/math&gt; are &lt;math&gt;-1, -1, 5.&lt;/math&gt;


&lt;syntaxhighlight lang=python&gt;
# python code.

&lt;/syntaxhighlight&gt;
{{RoundBoxBottom}}

=Testing=
======table1======
{|style=&quot;border-left:solid 3px blue;border-right:solid 3px blue;border-top:solid 3px blue;border-bottom:solid 3px blue;&quot; align=&quot;center&quot; 
|
Hello

As &lt;math&gt;abs(x)&lt;/math&gt; increases, the value of &lt;math&gt;f(x)&lt;/math&gt; is dominated by the term &lt;math&gt;-ax^3.&lt;/math&gt;

When &lt;math&gt;x&lt;/math&gt; has a very large negative value, &lt;math&gt;f(x)&lt;/math&gt; is always positive.
When &lt;math&gt;x&lt;/math&gt; has a very large negative value, &lt;math&gt;f(x)&lt;/math&gt; is always positive.
When &lt;math&gt;x&lt;/math&gt; has a very large negative value, &lt;math&gt;f(x)&lt;/math&gt; is always positive.

When &lt;math&gt;x&lt;/math&gt; has a very large positive value, &lt;math&gt;f(x)&lt;/math&gt; is always negative.
&lt;syntaxhighlight&gt;
1.4142135623730950488016887242096980785696718753769480731766797379907324784621070388503875343276415727
  3501384623091229702492483605585073721264412149709993583141322266592750559275579995050115278206057147
  0109559971605970274534596862014728517418640889198609552329230484308714321450839762603627995251407989
&lt;/syntaxhighlight&gt;
|}

{{RoundBoxTop|theme=2}}
[[File:0410cubic01.png|thumb|400px|'''
Graph of cubic function with coefficient a negative.'''
&lt;/br&gt;
There is no absolute maximum or absolute minimum.
]]
Coefficient &lt;math&gt;a&lt;/math&gt; may be negative as shown in diagram.


As &lt;math&gt;abs(x)&lt;/math&gt; increases, the value of &lt;math&gt;f(x)&lt;/math&gt; is dominated by the term &lt;math&gt;-ax^3.&lt;/math&gt;

When &lt;math&gt;x&lt;/math&gt; has a very large negative value, &lt;math&gt;f(x)&lt;/math&gt; is always positive.

When &lt;math&gt;x&lt;/math&gt; has a very large positive value, &lt;math&gt;f(x)&lt;/math&gt; is always negative.


Unless stated otherwise, any reference to &quot;cubic function&quot; on this page will assume coefficient &lt;math&gt;a&lt;/math&gt; positive.
{{RoundBoxBottom}}
&lt;math&gt;x_{poi} = -1&lt;/math&gt;
&lt;math&gt;&lt;/math&gt;
&lt;math&gt;&lt;/math&gt;
&lt;math&gt;&lt;/math&gt;
&lt;math&gt;&lt;/math&gt;

=====Various planes in 3 dimensions=====
{{RoundBoxTop|theme=2}}
&lt;gallery&gt;
File:0713x=4.png|&lt;small&gt;plane x=4.&lt;/small&gt;
File:0713y=3.png|&lt;small&gt;plane y=3.&lt;/small&gt;
File:0713z=-2.png|&lt;small&gt;plane z=-2.&lt;/small&gt;
&lt;/gallery&gt;
{{RoundBoxBottom}}


&lt;syntaxhighlight lang=python&gt;
&lt;/syntaxhighlight&gt;
&lt;syntaxhighlight&gt;
&lt;/syntaxhighlight&gt;

&lt;syntaxhighlight lang=python&gt;
&lt;/syntaxhighlight&gt;
&lt;syntaxhighlight&gt;
&lt;/syntaxhighlight&gt;

&lt;syntaxhighlight&gt;
1.4142135623730950488016887242096980785696718753769480731766797379907324784621070388503875343276415727
  3501384623091229702492483605585073721264412149709993583141322266592750559275579995050115278206057147
  0109559971605970274534596862014728517418640889198609552329230484308714321450839762603627995251407989
  6872533965463318088296406206152583523950547457502877599617298355752203375318570113543746034084988471
  6038689997069900481503054402779031645424782306849293691862158057846311159666871301301561856898723723
  5288509264861249497715421833420428568606014682472077143585487415565706967765372022648544701585880162
  0758474922657226002085584466521458398893944370926591800311388246468157082630100594858704003186480342
  1948972782906410450726368813137398552561173220402450912277002269411275736272804957381089675040183698
  6836845072579936472906076299694138047565482372899718032680247442062926912485905218100445984215059112
  0249441341728531478105803603371077309182869314710171111683916581726889419758716582152128229518488472
&lt;/syntaxhighlight&gt;


&lt;math&gt;\theta_1&lt;/math&gt;


{{RoundBoxTop|theme=2}}
[[File:0422xx_x_2.png|thumb|400px|'''
Figure 1: Diagram illustrating relationship between &lt;math&gt;f(x) = x^2 - x - 2&lt;/math&gt;
and &lt;math&gt;f'(x) = 2x - 1.&lt;/math&gt;'''
&lt;/br&gt;
]]
{{RoundBoxBottom}}
&lt;math&gt;O\ (0,0,0)&lt;/math&gt;

&lt;math&gt;M\ (A_1,B_1,C_1)&lt;/math&gt;

&lt;math&gt;N\ (A_2,B_2,C_2)&lt;/math&gt;

&lt;math&gt;\theta&lt;/math&gt;


&lt;math&gt;\ \ \ \ \ \ \ \ &lt;/math&gt;


:&lt;math&gt;\begin{align}
(6) - (7),\ 4Apq + 2Bq =&amp;\ 0\\
	       2Ap + B =&amp;\ 0\\
                   2Ap =&amp;\ - B\\
\\
                     p =&amp;\ \frac{-B}{2A}\ \dots\ (8)
\end{align}&lt;/math&gt;

&lt;math&gt;\ \ \ \ \ \ \ \ &lt;/math&gt;

:&lt;math&gt;\begin{align}
1.&amp;4141475869yugh\\
  &amp;2645er3423231sgdtrf\\
  &amp;dhcgfyrt45erwesd
\end{align}&lt;/math&gt;

&lt;math&gt;\ \ \ \ \ \ \ \ &lt;/math&gt;


:&lt;math&gt;
  4\sin 18^\circ
  = \sqrt{2(3 - \sqrt 5)}
  = \sqrt 5 - 1
&lt;/math&gt;
====Introduction to floats====
{{RoundBoxTop|theme=5}}
Although integers are great for many situations, they have a serious limitation, integers are [[Wikipedia:Natural number|whole numbers]]. This means that they do not include all [[Wikipedia:Real number|real numbers]]. A ''real number'' is a value that represents a quantity along a continuous line&lt;ref&gt;[[Wikipedia:Real number]]&lt;/ref&gt;, which means that it can have fractions in decimal forms. &lt;code&gt;4.5&lt;/code&gt;, &lt;code&gt;1.25&lt;/code&gt;, and &lt;code&gt;0.75&lt;/code&gt; are all real numbers. In computer science, real numbers are represented as floats. To test if a number is float, we can use the &lt;code&gt;isinstance&lt;/code&gt; built-in function.
&lt;syntaxhighlight lang=python&gt;
&gt;&gt;&gt; isinstance(4.5, float)
True
&gt;&gt;&gt; isinstance(1.25, float)
True
&gt;&gt;&gt; isinstance(0.75, float)
True
&gt;&gt;&gt; isinstance(3.14159, float)
True
&gt;&gt;&gt; isinstance(2.71828, float)
True
&gt;&gt;&gt; isinstance(1.0, float)
True
&gt;&gt;&gt; isinstance(271828, float)
False
&gt;&gt;&gt; isinstance(0, float)
False
&gt;&gt;&gt; isinstance(0.0, float)
True
&lt;/syntaxhighlight&gt;


As a general rule of thumb, floats have a ''[[Wikipedia:Decimal mark|decimal point]]'' and integers do not have a ''decimal point''. So even though &lt;code&gt;4&lt;/code&gt; and &lt;code&gt;4.0&lt;/code&gt; are the same number, &lt;code&gt;4&lt;/code&gt; is an integer while &lt;code&gt;4.0&lt;/code&gt; is a float.

The basic arithmetic operations used for integers will also work for floats. (Bitwise operators will not work with floats.)
&lt;syntaxhighlight lang=python&gt;
&gt;&gt;&gt; 4.0 + 2.0
6.0
&gt;&gt;&gt; -1.0 + 4.5
3.5
&gt;&gt;&gt; 1.75 - 1.5
0.25
&gt;&gt;&gt; 4.13 - 1.1
3.03
&gt;&gt;&gt; 4.5 // 1.0
4.0
&gt;&gt;&gt; 4.5 / 1.0
4.5
&gt;&gt;&gt; 4.5 % 1.0
0.5
&gt;&gt;&gt; 7.75 * 0.25
1.9375
&gt;&gt;&gt; 0.5 * 0.5
0.25
&gt;&gt;&gt; 1.5 ** 2.0
2.25
&lt;/syntaxhighlight&gt;
{{RoundBoxBottom}}</text>
      <sha1>o54xvik3wtzr424vso6o29ykxoggq2e</sha1>
    </revision>
  </page>
  <page>
    <title>Does objective reality exist?</title>
    <ns>0</ns>
    <id>223757</id>
    <revision>
      <id>2408473</id>
      <parentid>2394978</parentid>
      <timestamp>2022-07-21T21:28:16Z</timestamp>
      <contributor>
        <username>WikiNovaGate</username>
        <id>2946898</id>
      </contributor>
      <comment>/* Arguments against */ The argument against objective reality refers to an article which refers to an experiment testing Wigner's friend which is related to the topic, however what the journalist and the point argued miss is what the experiment is precisely looking at. The point is not a valid argument against objective reality because what we normally consider objective reality to be is one where quantum effects have collapsed.</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="19598" xml:space="preserve">{{Wikidebate}}
{{Philosophy}}

Most people assume that there's an objective reality in which all of us exist, with facts that are universally true and more than just a matter of opinion. However, others argue that there is no such thing as objective reality, that everything is subjective and that anything can be questioned or legitimately disagreed with, even facts that used to have near-universal agreement.

So who is right about the nature of reality? Is there an objective reality that we are all a part of? Does objective reality truly exist?

== Definitions ==

* '''Subjective reality''' means that something is actual depending on the mind. For example: someone walks by a flower and experiences the beauty of the flower. Would you say that the experience of beauty is dependent or independent of the mind? Would the experience of the form in general of the flower be dependent on the mind?
* '''Objective reality''' means that something is actual (so it exists) independent of the mind. For example: while no one is nearby, a meteor crashes into a car, putting it on flames, leaving only a pile of ashes. Are any of these events depending on some mind? It is actually hard to state a purely objective reality example, as one needs to describe it in concepts that are interpreted by the mind. You see the difficulty? Anything related to experience, like form, weight, heat, color, beauty, etc, etc is dependent on a mind. So we could say, that objective reality is formless. Only when observed by a mind, there is form. This has lots of similarities with a computer rendered game. The scenario is there, but unless it is rendered on the screen, it is formless. So objective reality is here, but unless it is 'rendered' on consciousness, it is formless.

== Objective reality exists ==

=== Arguments for ===

* {{Argument for}} Humans have physically similar brains and nervous systems. These similarities result in similar interpretations of similar stimuli. The fact that two people, located side by side, and looking in the same direction, describe similarly what they see, reasonably indicates that they are reacting to a single external reality. In the case of hallucinations, radical differences in two people's descriptions of a single aspect of a presumed single external reality, can occur. Some such differences can repeatably be demonstrated to coincide with chemical or structural differences in one nervous system as compared to the other. When such demonstrably dissimilar chemistry or structure are returned to similar states, the re-emergence of the similar descriptions are likely to return as well. Again, this fact is reasonably attributable to there being a single external reality, and multiple various internal realities whose differences are a result of various nervous systems functioning with various abilities, structures, chemistries, locations, experience and knowledge. 
** {{Objection}} Does agreement of description necessarily imply objectivity? Imagine if half of humankind saw the color &quot;green&quot; as the color &quot;red&quot;. Regardless of how true this scenario is, note that there would be a clear subjectivity of how we view the environment. Half the population would see a different color than the other half. We would no longer agree, and couldn't agree.
**{{Objection}} Is it necessarily true that we share a physical brain structure? Certainly, according to science, this is very true, but that says nothing about the existence of an objective reality, because where science comes from is perceived, whether directly by us or through the measurements and assumptions we make, which is an inherently subjective process. This argument takes subjective ideas to be objective, and draws assumptions from them.
* {{Argument for}} There is no evidence that objective reality doesn't exist, so [[Wikipedia:Occam's razor|Occam's razor]] suggests we ought to accept it as the simplest possible explanation for reality.
** {{Objection}} If a particle or set of particles in quantum physics can be in 2 different contradictory states at the same time, as in the [[Wikipedia:Schrödinger's cat|Schrödinger's cat]] paradox, that could be considered evidence to the contrary.
*** {{Objection}} Quantum physics might seem contradictory, and in fact it is with traditional logic, but if one uses [[Wikipedia:Quantum logic|quantum logic]], which theoretical physicists have developed and which is the same as traditional logic other than abandoning the law of commutativity, there are not any contradictions in it at all.
** {{Objection}} Occam's Razor is not necessarily true, it is just a general guideline to help people guess the most likely answer to a question. It's still wrong sometimes. In the case of objective reality, at best it proves that it's &quot;more likely&quot; to exist than not, whatever that means.
**{{Objection}} The concept of &quot;simple&quot; is subjective due to the subjectivity of the construction of definitions, so it cannot be used to prove the existence of objectivity, which requires the definitions to be true regardless of perspective (or lack of perspective).
* {{Argument for}} The theory that we all exist in an objective reality is the best theory anyone has ever come up with to describe the conditions in which we appear to exist, so unless anyone comes up with a better theory we should stick with it.
** {{Objection}} We don't necessarily need to assume anything at all regarding reality and whether or not an objective reality exists. We can remain agnostic on the subject until there is sufficient evidence to prove things one way or the other.
*** {{Objection}} Being agnostic on the subject is not a position against the existence of objective reality, but instead a neutral position that doesn't take either side in the argument. I have not entirely made up my mind 100% sure either way on objective reality myself, but I am about 99% sure that objective reality exists. I could call myself agnostic on the subject too, but those of us who are agnostic on the subject ought to lean in favor of whatever seems to be the most probable explanation.
** {{Objection}} This just assumes that it exists for the sake of ease (similar to the Occam's Razor proof above). As with that one, I point out that &quot;best&quot; is subjective in nature, and what you consider &quot;best&quot; may be different from what I consider &quot;best&quot;. I too, think that there exists an objective reality, but to assume it just exists is just circumventing the purpose of debating this. That is not to say that you cannot have your own opinion on this matter, only that your opinion is not sufficient for a proof.
* {{Argument for}} All realities exist, including both objective and subjective realities, which exist as parallel realities or as a kind of multiverse. In other words, the philosophy of {{W|modal realism}} is correct.
** {{Objection}} Modal realism is too radical of a multiverse theory to take seriously. It proposes that all proposed fictional worlds (not just proposed real worlds) actually exist.
*** {{Objection}} This is an attempt to shame people into not believing the argument. Sometimes radical viewpoints turn out to be true.
** {{Objection}} This doesn't prove objective reality, because it doesn't prove that all realities exist. If all realities existed, then objective reality would exist too, but it isn't necessarily true that all realities exist.
* {{Argument for}} If objective truth doesn't exist, that fact would be in and of itself an objective truth, disproving itself.
** {{Objection}} This only proves the existence of an objective truth, not of an objective reality. No argument is given to prove that an objective truth implies an objective reality.
* {{Argument for}} Some facts have no non-objective interpretation, and are universally accepted as objectively true. Example: ''The Statue of Liberty exists in Upper New York Bay.'' There is no alternative, subjective interpretation possible.
** {{Objection}} The statue and location are known by other names in other languages. There are no universally agreed names for anything.
*** {{Objection}} Changing the name of the statue or location does not change the fact that everyone can perceive that the statue does indeed exist in objective reality.
****{{Objection}} Blind people can not see the statue in the same way. Nor can people who have lost their sense of touch feel the statue in the same way. Our perception depends on our available biological configuration as it were.
*{{Argument for}} Since our realities all interact and we are able to independently observe the same things and do experiments that have reproducible results, clearly we are all part of the same reality.
** {{Objection}} Not necessarily, you could be a figment of my imagination, or we could both be figments of somebody else's imagination.
***{{Objection}} The human mind is not creative enough to imagine the reality we find ourselves in.
**{{Objection}} Maybe nobody exists at all and everything is imaginary.
*** {{Objection}} As Descartes said, &quot;I think, therefore I am.&quot;
**** {{Objection}} &quot;I think, therefore I am&quot; is a logical fallacy because fictional characters in a story can say that, but it doesn't turn them into real people.
*****{{Objection}} Simply because a fictional representation of an actual phenomena is presented to the reader does not invalidate it as an actual phenomena outside the fiction.

=== Arguments against ===

* {{Argument against}} Starting from an objective perspective, the objective world exists and the subjective one does not. &quot;Feelings&quot;, for instance, exist only as neuron firing patterns and not as they are felt subjectively, because that would not fit into the objective world view. Similarly, starting from a subjective perspective, the objective reality does not exist. Objects exist only as their perceptions and affects on subjective reality, not as a thing-in-itself. Because I surely perceive from a subjective perspective, I assert the denial of an objective reality. So both realities are mutually exclusive. Any starting perception would deny the other reality's existence.
* {{Argument against}} The existence of an objective reality has never been proven, and all of what we think of reality could just be something similar to the Matrix or a computer simulation or we could all just be characters in someone's dream.
** {{Objection}} Those are all unlikely scenarios which are similarly unproven.
**{{Objection}} Even if the Matrix scenario were real, the Matrix itself exists within a larger reality that actually is objective, and in that reality, the people who exist in the Matrix all have physical bodies hooked up to the Matrix, so even if the Matrix turned out to be real, we would still be living in an objective reality. Similarly with the other scenarios.
* {{Argument against}} There are multiple possible scenarios in which objective reality is wrong, and only one in which it is correct. If we assign an equal level of probability to each one, objective reality is actually highly unlikely.
** {{Objection}} There is no rational basis for assigning an equal level of probability to the idea that we are all living in the Matrix just like in that movie and the idea that we all actually exist in one single objective reality.
*** {{Objection}} Simply because a scenario makes &quot;the most sense&quot; does not mean that it is correct (see refutations to &quot;Occam's Razor&quot; above). Similarly, just because a scenario is unlikely/unproven, does not mean that it is false (just look to the numerous unproven conjectures in mathematics as an example - both the ones that are currently unproven but seem to be true, and the ones that used to seem true but are now proven to be false).
**{{Objection}} As a matter of fact, probability shouldn't really be assigned here; this is to prove whether or not an objective reality exists, not if we can ever find such an objective reality. The two arguments are different (though one directly proves the other). 
* {{Argument against}} Reality nowadays is just too ridiculous to be true. Too many practically unbelievable things keep being reported as factual.
** {{Objection}} This reflects a failure of imagination on the part of the human mind to understand and accept objective reality. It does not disprove objective reality. As the saying goes, &quot;Truth is stranger than fiction.&quot; This would seem to indicate that, if reality seems incredibly ridiculous and weird, it probably really is real, since it is many times weirder than anything the limited capacity of the human imagination could possibly think up using only the creativity of a single finite mortal human mind.
*** {{Objection}} Multiple people can work together to create a very intricate and detailed narrative that runs counter to reality. Who is to say that the most popular narrative used to describe what people call &quot;objective reality&quot; is not similarly false, with its elaborate complexity and absurdity the result of the cooperation of many people?
**** {{Objection}} There is a major qualitative difference between double-blind peer-reviewed scientific studies with reproducible results and conspiracy theories or tall tales that are simply made up. Your argument deliberately ignores this in order to equate the two and dismiss both of them.
* {{Argument against}} We all live in our own subjective realities. The human mind is not capable of being truly objective. Therefore, the entire idea of a single objective reality is purely speculative, an assumption that, while popular, is not necessary.
** {{Objection}} Why must there exist only one objective reality? This has not been proven (though it is not particularly relevant to the point of the argument).
**{{Objection}} This isn't about the necessity of believing whether or not an objective reality exists, this is about whether or not an objective reality exists.
* {{Argument against}} {{W|Postmodernism}} is one of many philosophies that does not believe in any objective reality and successfully undermines the idea of objective reality.
** {{Objection}} Postmodernism is rather absurd, either sheer nihilism or some form of relativism, disbelieving in things that are obvious facts.
*** {{Objection}} &quot;Obvious&quot; is subjective - though saying that doesn't take much away from the argument. I will preface my objection by stating that I have not personally researched postmodernism in depth, so I do not know what facts are exactly disbelieved by postmodernism. That said, postmodernism is built upon skepticism of facts in general, which is understandable, considering that our facts come from what we observe, and our perspectives are subjective. Thus, disbelief of facts in general is not particularly absurd. As an example, flat-earth was assumed to be fact for an incredibly long time (and by some people, it still is assumed to be true), but was eventually disproved. There's no reason that any of our present facts won't have the same thing happen to them either.
** {{Objection}} Postmodernism has not been proven.
*** {{Objection}} Postmodernism doesn't have to be 'proven'.
**** {{Objection}} In the context of this debate, postmodernism, as a matter of fact, does need to be proven. The argument is assuming that postmodernism is true, but does not prove that the ideas and beliefs expressed by postmodernism are factual. As of right now, there is no particular reason for me to believe that postmodernism is &quot;true&quot; - that is, the concepts that form postmodernism are objectively true.
* {{Argument against}} Again one must consider using which parameters is objective reality to be understood. How is it perceived or measured. To be truly objective, objective reality must be perceived and measured without any limits or filters. Because any such limitations arise from a subjective viewpoint. For example, humans perceive 0.0035% of the entire electromagnetic spectrum. But the entire electromagnetic spectrum must be included in an understanding of objective reality. Any scientific instrument is likewise circumscribed in its ability to measure everything. Therefore what is objective must be unlimited - everything that is possible. And that means the whole universe without limits. All of it including dark matter, dark energy etc. And such an understanding is only theoretically possible for the whole universe itself to have. We humans are permanently in subjective reality, as are all conscious life forms.
** {{Objection}} Objective reality must exist independent of subjective reality. Just because we do not or cannot perceive it, does not mean it does not exist.
* {{Argument against}} As it is impossible to see the world, that is the eyes are like cameras only receiving light, they supposedly get two images, somehow these images get merged as one and then projected as &quot;the world around us&quot;. The same can be said of all the senses. And, this sense of world includes the body which is external to that which sees it.
** {{Objection}} What does this say about the existence of an objective reality? Is an objective reality necessarily perceived? It certainly isn't by the definition above, and it certainly isn't by my definition.
* {{Argument against}} The fact that objective reality is a debatable concept makes objective reality subjective.
** {{Objection}} Debating its existence does not make its existence subjective, it just means that we do not have enough evidence (and may never have the evidence) to prove that it exists. For instance, debating if the twin prime conjecture is true does not disprove it, only shows that we do not have enough information to currently prove it.
** {{Objection}} Debatability does not imply subjectivity. A debate could be caused by a mistaken interlocutor, with the debated subject nevertheless being objective.
* {{Argument against}} Recent physics experiments suggest objective reality isn't real but directly relative to individual perceptions, and is basically a subjectively manifested, consciously perceived, and somewhat mutually agreed upon collective manifestation.&lt;ref&gt;{{Cite web |url=https://www.technologyreview.com/2019/03/12/136684/a-quantum-experiment-suggests-theres-no-such-thing-as-objective-reality/ |title=A quantum experiment suggests there's no such thing as objective reality |website=MIT Technology Review |language=en |access-date=2021-10-03}}&lt;/ref&gt;&lt;ref&gt;{{Cite web |url=https://interestingengineering.com/new-physics-experiment-indicates-no-objective-reality |title=New Physics Experiment Indicates There's No Objective Reality |date=2021-08-30 |website=interestingengineering.com |language=en-US |access-date=2021-10-03}}&lt;/ref&gt;
** {{Objection}} The experiment that the article refers to has tested the Wigner's friend thought experiment where the friend's &quot;measurement&quot; seems to not be a proper observation (which would collapse the wavefunction) and instead is a unitary action on the state being measured, and the results of the experiment (unsurprisingly) reflect that. The result simply means that it doesn't matter which observer collapses the wavefunction as long as they are all entangled, but that was never debated in the first place. In day-to-day scenarios we deal with situations where (we assume) the quantum system has already collapsed, which is why we don't see most quantum effects in daily life and why things like the Schrodinger's cat never happen. This &quot;subjectivity&quot; in the experiment only holds for unobserved quantum systems. 

== See also ==

* [[Does God exist?]]
* [[Do humans have free will?]]

== Notes and references ==

{{Reflist}}

[[Category:Philosophy]]</text>
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  <page>
    <title>The necessities in Microprocessor Based System Design</title>
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        <username>Young1lim</username>
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      <text bytes="5031" xml:space="preserve">== '''Background''' ==

'''Combinational and Sequential Circuits'''
* [[Media:DD2.B.4..Adder.20131007.pdf |Adder]] 
* [[Media:DD3.A.1.LatchFF.20160308.pdf |Latches and Flipflops]]

'''FSM'''
* [[Media:DD3.A.3.FSM.20131030.pdf |FSM]]
* [[Media:CArch.2.A.Bubble.20131021.pdf |FSM Example]]

'''Tiny CPU Example'''
* [[Media:CDsgn6.TinyCPU.2.A.ISA.20160511.pdf |Instruction Set]]
* [[Media:CDsgn6.TinyCPU.2.B.DPath.20160502.pdf |Data Path]]
* [[Media:CDsgn6.TinyCPU.2.C.CPath.20160427.pdf |Control Path]]
* [[Media:CDsgn6.TinyCPU.2.D.Implement.20160513.pdf |FPGA Implementation]]
&lt;/br&gt;

== '''Microprocessor Architecture''' ==
* ARM Architecture 
: - Programmer's Model ([[Media:ARM.1Arch.1A.Model.20180321.pdf |pdf]])
: - Pipelined Architecture ([[Media:ARM.1Arch.2A.Pipeline.20180419.pdf |pdf]])
* ARM Organization 

* ARM Cortex-M Processor Architecture 
* ARM Processor Cores
&lt;/br&gt;

== '''Instruction Set Architecture''' ==
* ARM Instruction Set 
: - Overview ([[Media:ARM.2ISA.1A.Overview.20190611.pdf |pdf]])
: - Addressing Modes ([[Media:ARM.2ISA.2A.AddrMode.20191108.pdf |pdf]])
: - Multiple Transfer ([[Media:ARM.2ISA.3A.MTransfer.20190903.pdf |pdf]])
: - Assembler Format
::  - Data Processing ([[Media:ARM.2ISA.4A.Proc.Format.20200204.pdf |pdf]])
::  - Data Transfer ([[Media:ARM.2ISA.4B.Trans.Format.20200205.pdf |pdf]])
::  - Coprocessor ([[Media:ARM.2ISA.4C.CoProc.Format.20191214.pdf |pdf]])
::  - Summary ([[Media:ARM.2ISA.4D.Summary.Format.20200205.pdf |pdf]])
: - Binary Encoding ([[Media:ARM.2ISA.5A.Encoding.201901105.pdf |pdf]])
* Thumb Instruction Set 

&lt;/br&gt;

== '''Assembly Programming''' == 


=== ARM Assembly Programming (I) ===
* 1. Overview ([[Media:ARM.2ASM.1A.Overview.20200101.pdf |pdf]])
* 2. Example Programs ([[Media:ARM.2ASM.2A.Program.20200108.pdf |pdf]])
* 3. Addressing Modes ([[Media:ARM.2ASM.3A.Address.20200127.pdf |pdf]])
* 4. Data Transfer ([[Media:ARM.2ASM.4A.DTransfer.20200206.pdf |pdf]])
* 5. Data Processing ([[Media:ARM.2ASM.5A.DProcess.20200208.pdf |pdf]])
* 6. Control ([[Media:ARM.2ASM.6A.Control.20200215.pdf |pdf]]) 
* 7. Arrays ([[Media:ARM.2ASM.7A.Array.20200311.pdf |pdf]]) 
* 8. Data Structures ([[Media:ARM.2ASM.8A.DataStruct.20200718.pdf |pdf]]) 
* 9. Finite State Machines ([[Media:ARM.2ASM.9A.FSM.20200417.pdf |pdf]])  
* 10. Functions ([[Media:ARM.2ASM.10A.Function.20210115.pdf |pdf]]) 
* 11. Parameter Passing ([[Media:ARM.2ASM.11A.Parameter.20210106.pdf |pdf]]) 
* 12. Stack Frames ([[Media:ARM.2ASM.12A.StackFrame.20210611.pdf |pdf]]) 
::  

::

=== ARM Assembly Programming (II) ===
::  
* 1. Thumb instruction programming ([[Media:ARM.2ASM.Thumb.20210612.pdf |pdf]]) 
* 2. Exceptions ([[Media:ARM.2ASM.Exception.20220720.pdf |pdf]]) 
* 3. Exception Programming ([[Media:ARM.2ASM.ExceptionProg.20220311.pdf |pdf]]) 
* 4. Exception Handlers ([[Media:ARM.2ASM.ExceptionHandler.20220131.pdf |pdf]]) 
* 5. Interrupt Programming ([[Media:ARM.2ASM.InterruptProg.20211030.pdf |pdf]]) 
* 6. Interrupt Handlers ([[Media:ARM.2ASM.InterruptHandler.20211030.pdf |pdf]]) 
* 7. Interrupt Handlers ([[Media:ARM.2ASM.VIC.20220721.pdf |pdf]]) 


&lt;/br&gt;
* ARM Assembly Exercises ([[Media:ESys.3.A.ARM-ASM-Exercise.20160608.pdf |A.pdf]], [[Media:ESys.3.B.Assembly.20160716.pdf |B.pdf]])
::

=== ARM Assembly Programming (III) ===
* 1. Fixed point arithmetic (integer division)
* 2. Floating point arithmetic 
* 3. Matrix multiply

=== ARM Linking ===
* arm link ([[Media:arm_link.20211208.pdf |pdf]]) 


&lt;/br&gt;

=== ARM Microcontroller Programming ===
* 1. Input / Output 
* 2. Serial / Parallel Port Interfacing
* 3. Analog I/O Interfacing
* 4. Communication


&lt;/br&gt;

== '''Architectural Support''' == 
&lt;/br&gt;

'''ARM Architectural Support'''
* High Level Languages
* System Development
* Operating Systems

&lt;/br&gt;

== '''Memory and Peripheral Architecture''' == 
&lt;/br&gt;

== '''System and Peripheral Buses''' == 
&lt;/br&gt;

== '''Serial Bus''' == 
&lt;/br&gt;

== '''Interrupts and Exceptions ''' == 
&lt;/br&gt;

== '''Timers ''' == 
&lt;/br&gt;

== '''Synchrnoization'''==
&lt;/br&gt;

=== H/W and S/W Synchronization === 
* busy wait synchronization
* handshake interface
&lt;/br&gt;

=== Interrupt Synchronization === 
* interrupt synchronization
* reentrant programming
* buffered IO
* periodic interrupt
* periodic polling 
&lt;/br&gt;

==''' Interfacing '''==
&lt;/br&gt;

=== Time Interfacing === 
* input capture
* output compare
&lt;/br&gt;


=== Serial Interfacing === 
* Programming UART
* Programming SPI
* Programming I2C
* Programming USB 
&lt;/br&gt;

=== Analog Interfacing === 
* OP Amp
* Filters
* ADC 
* DAC 
&lt;/br&gt;== '''Instruction Set Architecture''' ==
* ARM Instruction Set 
:: - Overview ([[Media:ARM.2ISA.1A.Overview.20180528.pdf |pdf]])
:: - Binary Encoding ([[Media:ARM.2ISA.2A.Encoding.20180528.pdf |pdf]])
:: - Assembler Format ([[Media:ARM.2ISA.3A.Format.20180528.pdf |pdf]])
* Thumb Instruction Set 
* ARM Assembly Language ([[Media:ESys3.1A.Assembly.20160608.pdf |pdf]])
* ARM Machine Language ([[Media:ESys3.2A.Machine.20160615.pdf |pdf]])
&lt;/br&gt;


&lt;/br&gt; 
go to [ [[Electrical_%26_Computer_Engineering_Studies]] ]</text>
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    <title>WikiJournal of Medicine/Orientia tsutsugamushi, the agent of scrub typhus</title>
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    <id>239809</id>
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      <id>2408478</id>
      <parentid>2059165</parentid>
      <timestamp>2022-07-21T22:18:47Z</timestamp>
      <contributor>
        <username>Bobamnertiopsis</username>
        <id>24451</id>
      </contributor>
      <minor />
      <comment>+dois where available</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="67918" xml:space="preserve">{{Article info
|journal         =WikiJournal of Medicine
|last1           =Lalchhandama
|first1          =Kholhring
|et_al           =true
|w1              =Orientia_tsutsugamushi 
|orcid           =0000-0001-9135-2703
|affiliations    =Department of Life Sciences, Pachhunga University College, Aizawl 796001, Mizoram, India
|correspondence  ={{nospam|chhandama|pucollege.edu.in}}
|keywords        =''Orientia tsutsugamushi'', scrub typhus, ''Leptotrombidium'', febrile illness, vaccine, immunity
|license         ={{CC-BY-SA work}}
|submitted       =14 September 2018
|accepted        = 13-09-2019
|doi             = 10.15347/wjm/2019.004
|pdf             = https://upload.wikimedia.org/wikiversity/en/9/9b/Orientia_tsutsugamushi.pdf
|abstract        =''Orientia tsutsugamushi'' is a mite-borne bacterium belonging to the family [[w:Rickettsiaceae|Rickettsiaceae]] and is responsible for the disease [[w:scrub typhus|scrub typhus]] in humans. It is an [[w:Obligate parasite|obligate]] [[w:intracellular parasite|intracellular parasite]] of [[w:Trombiculidae|trombiculid mites]], in which natural transmission is maintained from the female to its eggs ([[w:Transovarial transmission|transovarial transmission]]) and from the eggs to adults ([[w:Transstadial transmission|transstadial transmission]]). With a genome of only 2.0–2.7 Mb, it has the most [[w:Repeated sequence (DNA)|repeated DNA sequences]] among bacteria. It is transmitted by mite larvae ([[w:Trombiculidae|chiggers]]) from rodents, the natural hosts of mites, to humans through accidental bites. Naosuke Hayashi first described it in 1920, giving it the name ''Theileria tsutsugamushi'', but it was renamed to ''Orientia tsutsugamushi'' in 1995, owing to its unique properties. Unlike other [[w:Gram-negative bacteria|Gram-negative bacteria]], its cell wall lacks [[w:lipophosphoglycan|lipophosphoglycan]] and [[w:peptidoglycan|peptidoglycan]]. It instead has a unique 56-kDa type-specific antigen (TSA56), which gives rise to many strains (sub-types) of the bacterium such as Karp, Gilliam, Kato, Shimokoshi, Kuroki, and Kawasaki. It is most closely related to ''Candidatus Orientia chuto'', a species described in 2010. Primarily indicated by undifferentiated [[w:febrile|febrile]] illnesses, the infection can be complicated and often fatal. Diagnosis is difficult and requires laborious detection methods such as the [[w:Weil–Felix test|Weil–Felix test]], rapid immunochromatographic test, [[w:Immunofluorescence|immunofluorescence assays]], [[w:ELISA|ELISA]], or [[w:polymerase chain reaction|PCR]]. [[w:eschar|Eschar]], if present on the skin, is a good diagnostic indicator. One million infections are estimated to occur annually in the endemic region called the Tsutsugamushi Triangle, which covers the Russian Far East in the north, Japan in the east, northern Australia in the south, and Afghanistan in the west. However, infections have also spread to Africa, Europe and South America. Antibiotics such as [[w:azithromycin|azithromycin]] and [[w:doxycycline|doxycycline]] are the main prescription drugs. There is no vaccine for the infection.}}

==Biology==
{{fig|1|align=left|image=Orientia tsutsugamushi.JPG|caption=A transmission electron micrograph of a [[w:mesothelial|mesothelial]] cell of a mouse containing numerous ''O. tsutsugamushi''. |attribution=[[w:CDC|CDC]], [https://creativecommons.org/licenses/by/3.0/deed.en CC-BY 3.0]}}

''O. tsutsugamushi'' is a Gram-negative bacterium and is a permanent (obligate) parasite in mites. Within a single host cell, ''O. tsutsugamushi'' rapidly divides into many individuals as shown in '''Figure 1'''. A unicellular organism, it is oval shaped and measures 0.5 to 0.8&amp;nbsp;µm wide and 1.2 to 3.0&amp;nbsp;µm long. Due to similarity, it was previously classified in the genus ''[[w:Rickettsia|Rickettsia]]'' among other bacteria, but later assigned a separate genus, ''Orientia'',&lt;ref name=tamura95&gt;{{cite journal|last1=Tamura|first1=A.|last2=Ohashi|first2=N.|last3=Urakami|first3=H.|last4=Miyamura|first4=S.|title=Classification of ''Rickettsia tsutsugamushi'' in a new genus, ''Orientia'' gen. nov., as ''Orientia tsutsugamushi'' comb. nov.|journal=International Journal of Systematic Bacteriology|date=1995|volume=45|issue=3|pages=589–591|doi=10.1099/00207713-45-3-589|pmid=8590688}}&lt;/ref&gt; which it shares (as of 2010) only with ''Candidatus Orientia chuto''.&lt;ref&gt;{{cite journal|last1=Izzard|first1=L|title=Isolation of a novel ''Orientia'' species (''O. chuto'' sp. nov.) from a patient infected in Dubai|journal=Journal of Clinical Microbiology |date=2010|volume=48 |issue=12|pages=4404–4409|doi=10.1128/JCM.01526-10 |pmid=20926708|pmc=3008486}}&lt;/ref&gt; It is broader but shorter than other rickettsial bacteria, which are rod shaped and on average measure 0.25 to 0.3&amp;nbsp;µm wide and 0.8 to 1&amp;nbsp;µm long.&lt;ref&gt;{{cite journal |last1=Sunyakumthorn |first1=P. |last2=Bourchookarn |first2=A. |last3=Pornwiroon |first3=W. |last4=David |first4=C. |last5=Barker |first5=S. A. |last6=Macaluso |first6=K. R. |title=Characterization and growth of polymorphic ''Rickettsia felis'' in a tick cell Line |journal=Applied and Environmental Microbiology |date=2008 |volume=74 |issue=10 |pages=3151–3158 |doi=10.1128/AEM.00025-08 |pmid=18359823 |pmc=2394910}}&lt;/ref&gt; During reproduction, it divides (by [[w:binary fission|binary fission]]) into two daughter cells by the process of budding. While undergoing budding, it accumulates on the host cell surface, unlike other bacteria. One complete budding cycle takes 9 to 18 hours.&lt;ref&gt;{{cite journal |last1=Moree |first1=M.F. |last2=Hanson |first2=B. |title=Growth characteristics and proteins of plaque-purified strains of ''Rickettsia tsutsugamushi'' |journal=Infection and Immunity |date=1992 |volume=60 |issue=8 |pages=3405-3415 |pmid=1379212 |pmc=257328|doi=10.1128/iai.60.8.3405-3415.1992}}&lt;/ref&gt;

{{fig|2|align=right|image=O. tsutsugamushi in U937 cells.tif|caption=''O. tsutsugamushi'' in human (U937) cells. A: Bacteria (B) among mitochondria (Mi). B: Bacteria (B) with associated microparticles (arrowheads). C: Magnification showing a microparticle blebbing on the bacterial surface (arrowhead) and a detached microparticle (mp). D: Details of two microparticles. |attribution=Paris ''et al.'', 2012 [https://creativecommons.org/licenses/by/3.0/deed.en CC-BY 3.0]}}
The structure of ''O. tsutsugamushi'' (revealed by [[w:transmission electron microscopy|transmission electron microscopy]]) is shown in '''Figure 2'''. The bacterium is enclosed by a [[w:cell wall|cell wall]] on the outside and cell membrane on the inside. The cell covering takes up stains such as [[w:Giemsa stain|Giemsa]] and [[w:Gimenez stain|Gimenez stains]]. Although its cell wall has a classic bacterial double layer, its outer leaflet is much thicker than the inner one, which is just the opposite in ''Rickettsia'' species.&lt;ref&gt;{{cite journal |last1=Silverman |first1=D.J. |last2=Wisseman |first2=C.L. Jr. |title=Comparative ultrastructural study on the cell envelopes of ''Rickettsia prowazekii'', ''Rickettsia rickettsii'', and ''Rickettsia tsutsugamushi'' |journal=Infection and Immunity |date=1978 |volume=21 |issue=3 |pages=1020-1023 |pmid=101465 |pmc=422098|doi=10.1128/iai.21.3.1020-1023.1978}}&lt;/ref&gt; A capsule layer that forms a spherical halo in other bacteria is missing. The cell wall is less rigid due to the absence of peptidoglycan, which is otherwise characteristic of the rigid cell walls of other bacteria. Classic bacterial lipophosphoglycans such as [[w:muramic acid|muramic acid]], [[w:glucosamine|glucosamine]], hydroxy fatty acids, [[w:heptose|heptose]], and 2-keto-3-deoxyoctonic acid are also absent in the cell wall. Due to the absence of [[w:peptidoglycan|peptidoglycan]], the bacterium is naturally resistant to all [[w:beta-lactam|β-lactam]] antibiotics (such as [[w:penicillin|penicillin]]), to which ''Rickettsia'' species are normally sensitive to.&lt;ref name=tamura87&gt;{{cite journal |last1=Amano |first1=K. |last2=Tamura |first2=A. |last3=Ohashi |first3=N. |last4=Urakami |first4=H. |last5=Kaya |first5=S. |last6=Fukushi |first6=K. |title=Deficiency of peptidoglycan and lipopolysaccharide components in ''Rickettsia tsutsugamushi'' |journal=Infection and Immunity |date=1987 |volume=55 |issue=9 |pages=2290-2292 |pmid=3114150 |pmc=260693|doi=10.1128/iai.55.9.2290-2292.1987}}&lt;/ref&gt; Its genome totally lacks the genes for lipophosphoglycan synthesis, but does contain some for those of peptidoglycan. Important genes essential for peptidoglycan systhesis such as ''alr'', ''dapF'' and ''PBP1'' are missing: ''alr'' encodes an enzyme L-alanine racemase, which converts L-alanine to D-alanine in the first step of peptidoglycan synthesis pathway; ''dapF'' encodes diaminopimelate epimerase, which convert LL-2,6-diaminoheptanedioate (L,L-DAP) to meso-diaminoheptanedioate (meso-DAP); and ''PBP1'' encodes penicillin-binding protein-1 (PBP1), which converts  periplasmic lipid II to peptidoglycan. Thus, the bacterium cannot synthesise a typical peptidoglycan cell wall, and instead makes a peptidoglycan-like structure on its surface.&lt;ref&gt;{{cite journal |last1=Atwal |first1=S. |last2=Giengkam |first2=S. |last3=Chaemchuen |first3=S. |last4=Dorling |first4=J. |last5=Kosaisawe |first5=N. |last6=VanNieuwenhze |first6=M. |last7=Sampattavanich |first7=S. |last8=Schumann |first8=P. |last9=Salje |first9=J. |title=Evidence for a peptidoglycan-like structure in ''Orientia tsutsugamushi'' |journal=Molecular Microbiology |date=2017 |volume=105 |issue=3 |pages=440–452 |doi=10.1111/mmi.13709 |pmid=28513097|pmc=5523937}}&lt;/ref&gt; The cell membrane is also chemically different in its protein composition, and this difference gives rise to strain variations within the species itself.&lt;ref name=&quot;lalchhandama&quot;&gt;{{cite journal|last1=Lalchhandama|first1=K. |title=Rickettsiosis as a critical emerging infectious disease in India|journal=Science Vision|date=2017|volume=17|issue=4|pages=250–259 |url=https://www.sciencevision.org/issue/2/article/46|doi=10.33493/scivis.17.04.09}}&lt;/ref&gt; The cytoplasm is clear and shows distinct DNA and ribosomes.

{{fig|3|align=right|image=O. tsutsugamushi genomes.tif|caption=Genomes of ''O. tsutsugamushi'' strains. From outermost to innermost ring of each genome: [[w:Repeated sequence (DNA)|repetitive regions]] in purple, [[w:Housekeeping gene|core genes]] in green, repeat genes in red and [[w:pseudogene|pseudogenes]] in blue. The innermost line graph shows [[w:GC-content|GC-content]] (1000bp windows) with above-median region in green, and below-median regions in red. |attribution=Batty ''et al.'', 2017 [https://creativecommons.org/licenses/by/3.0/deed.en CC-BY 3.0]}}
The bacterium is highly virulent, such that its isolation and cell culture are done only in a laboratory facility with [[w:biosafety level| biosafety level 3]]. Unlike other bacteria which can easily grow on different culture media, rickettsiales can be cultured only in living cells. ''O. tsutsugamushi'' specifically can be grown only in the yolk sacs of developing chicken embryos and in cultured cell lines such as [[w:HeLa|HeLa]], [[w:Baby hamster kidney cell|BHK]], [[w:Vero cell|Vero]], and [[w:Enteroendocrine cell|L929]].&lt;ref name=koh&gt;{{cite journal |last1=Koh |first1=G.C. |last2=Maude |first2=R.J. |last3=Paris |first3=D.H. |last4=Newton |first4=P.N. |last5=Blacksell |first5=S.D. |title=Diagnosis of scrub typhus |journal=The American Journal of Tropical Medicine and Hygiene |date=2010 |volume=82 |issue=3 |pages=368–370 |doi=10.4269/ajtmh.2010.09-0233 |pmid=20207857 |pmc=2829893}}&lt;/ref&gt; In contrast to ''Rickettsia'' species which reside in the nucleus of the host cell, ''O. tsutsugamushi'' mostly grows within the cytoplasm of the host cell.&lt;ref name=tamura91/&gt; Genetically, it differs from other ''Rickettsia'' by only 9%.&lt;ref&gt;{{cite journal |last1=Ohashi |first1=N. |last2=Fukuhara |first2=M. |last3=Shimada |first3=M. |last4=Tamura |first4=A. |title=Phylogenetic position of ''Rickettsia tsutsugamushi'' and the relationship among its antigenic variants by analyses of 16S rRNA gene sequences |journal=FEMS Microbiology Letters |date=1995 |volume=125 |issue=2-3 |pages=299-304 |doi=10.1111/j.1574-6968.1995.tb07372.x |pmid=7875578}}&lt;/ref&gt; Even though adaptation to [[w:Intracellular_parasite#Obligate|obligate intracellular parasitism]] among bacteria generally results in a reduced genome, it has a genome size of about 2.0–2.7 [[w:Base pair|Mb]] depending on the strains ('''Figure 3'''), which is comparatively larger than those of other rickettsiales – two times larger than that of ''[[w:Rickettsia prowazekii|Rickettsia prowazekii]]'',&lt;ref&gt;{{cite journal |last1=Bishop-Lilly |first1=K.A. |last2=Ge |first2=H. |last3=Butani |first3=A. |last4=Osborne |first4=B. |last5=Verratti |first5=K. |last6=Mokashi |first6=V. |last7=Nagarajan |first7=N. |last8=Pop |first8=M. |last9=Read |first9=T.D. |last10=Richards |first10=A.L. |title=Genome sequencing of four strains of ''Rickettsia prowazekii'', the causative agent of epidemic typhus, including one flying squirrel isolate |journal=Genome Announcements |date=2013 |volume=1 |issue=3 |pages=e00399-13 |doi=10.1128/genomeA.00399-13 |pmid=23814035 |pmc=3695431}}&lt;/ref&gt; the most well-known member. The entire genome is distributed in a single circular chromosome. Whole genome sequences are available only for Ikeda and Boryong strains, both from the Republic of Korea. The genome of the Ikeda strain is 2,008,987 base pairs (bp) long, and contains 1,967 protein-coding genes.&lt;ref&gt;{{cite journal |last1=Nakayama |first1=K. |last2=Yamashita |first2=A. |last3=Kurokawa |first3=K. |last4=Morimoto |first4=T. |last5=Ogawa |first5=M. |last6=Fukuhara |first6=M. |last7=Urakami |first7=H. |last8=Ohnishi |first8=M. |last9=Uchiyama |first9=I. |last10=Ogura |first10=Y. |last11=Ooka |first11=T. |last12=Oshima |first12=K. |last13=Tamura |first13=A. |last14=Hattori |first14=M. |last15=Hayashi |first15=T. |title=The whole-genome sequencing of the obligate intracellular bacterium ''Orientia tsutsugamushi'' revealed massive gene amplification during reductive genome evolution |journal=DNA Research |date=2008 |volume=15 |issue=4 |pages=185–199 |doi=10.1093/dnares/dsn011 |pmid=18508905 |pmc=2575882}}&lt;/ref&gt; The Boryong strain is larger with 2,127,051 bp and 2,179 protein-coding genes.&lt;ref name=&quot;Cho07&quot;&gt;{{cite journal |last1=Cho |first1=N.-H. |last2=Kim |first2=H.-R. |last3=Lee |first3=J.-H. |last4=Kim |first4=S.-Y. |last5=Kim |first5=J. |last6=Cha |first6=S. |last7=Kim |first7=S.-Y. |last8=Darby |first8=A. C. |last9=Fuxelius |first9=H.-H. |last10=Yin |first10=J. |last11=Kim |first11=J. H. |last12=Kim |first12=J. |last13=Lee |first13=S. J. |last14=Koh |first14=Y.-S. |last15=Jang |first15=W.-J. |last16=Park |first16=K.-H. |last17=Andersson |first17=S. G. E. |last18=Choi |first18=M.-S. |last19=Kim |first19=I.-S. |title=The ''Orientia tsutsugamushi'' genome reveals massive proliferation of conjugative Type IV secretion system and host-cell interaction genes |journal=Proceedings of the National Academy of Sciences |date=2007 |volume=104 |issue=19 |pages=7981–7986 |doi=10.1073/pnas.0611553104 |pmid=17483455 |pmc=1876558}}&lt;/ref&gt; 

Genome comparison shows only 657 core genes among the different strains.&lt;ref name=batty18&gt;{{cite journal |last1=Batty |first1=E.M. |last2=Chaemchuen |first2=S. |last3=Blacksell |first3=S. |last4=Richards |first4=A.L. |last5=Paris |first5=D. |last6=Bowden |first6=R. |last7=Chan |first7=C. |last8=Lachumanan |first8=R. |last9=Day |first9=N. |last10=Donnelly |first10=P. |last11=Chen |first11=S. |last12=Salje |first12=J. |last13=Reck |first13=J. |title=Long-read whole genome sequencing and comparative analysis of six strains of the human pathogen ''Orientia tsutsugamushi'' |journal=PLOS Neglected Tropical Diseases |date=2018 |volume=12 |issue=6 |pages=e0006566 |doi=10.1371/journal.pntd.0006566 |pmid=29874223 |pmc=6005640}}&lt;/ref&gt; With about 42-47% of repetitive sequences, ''O. tsutsugamushi'' has the most highly repeated bacterial genome sequenced as of 2013.&lt;ref name=viswanathan13&gt;{{cite journal|last1=Viswanathan|first1=S.|last2=Muthu|first2=V.|last3=Iqbal|first3=N.|last4=Remalayam|first4=B.|last5=George|first5=T|title=Scrub typhus meningitis in South India—a retrospective study|journal=PLOS One|date=2013|volume=8|issue=6|pages=e66595|doi=10.1371/journal.pone.0066595|pmid=23799119|pmc=3682970}}&lt;/ref&gt; The repeated DNA sequence includes short [[w:Repeated sequence (DNA)|repetitive sequences]], [[w:transposable elements|transposable elements]] (including insertion sequence elements, miniature inverted-repeat transposable elements, a [[w:Group II intron|group II intron]]), and a greatly amplified integrative and conjugative element (ICE) called the rickettsial amplified genetic element (RAGE).&lt;ref name=&quot;Cho07&quot;/&gt; RAGE is also found in other rickettsial bacteria. In ''O. tsutsugamushi'', however, RAGE contains a number of genes including ''tra'' genes typical of type IV secretion systems and gene for [[w:ankyrin repeat|ankyrin repeat]]–containing protein. Ankyrin repeat–containing proteins are secreted through a type I secretion system into the host cell. The precise role of type IV secretion system in ''O. tsutsugamushi'' is not known. It may be involved in [[w:horizontal gene transfer|horizontal gene transfer]] between the different strains.&lt;ref name=&quot;salje&quot;&gt;{{cite journal |last1=Salje |first1=J. |last2=Kline |first2=K.A. |title=''Orientia tsutsugamushi'': A neglected but fascinating obligate intracellular bacterial pathogen |journal=PLOS Pathogens |date=2017 |volume=13 |issue=12 |pages=e1006657 |doi=10.1371/journal.ppat.1006657 |pmid=29216334 |pmc=5720522}}&lt;/ref&gt;

===Life cycle and transmission===
{{fig|4|align=right|image=Trombicula-larva-stylostome.jpg|caption=Chigger with its feeding apparatus, the stylostome (arrowhead).|attribution=Walker, 2012 [https://creativecommons.org/licenses/by/3.0/deed.en CC-BY 3.0]}}
''O.&amp;nbsp;tsutsugamushi'' is naturally transmitted in the mite population belonging to the genus ''[[w:Leptotrombidium|Leptotrombidium]]''. It can be transmitted by a female to its eggs through the process called transovarial transmission, and from the eggs to larvae and adults through the process of transstadial transmission. Thus, the bacterial life cycle is maintained entirely in mites. Infection to rodents and humans is an accidental transmission from the bite of mite larvae, and not required for reproduction or survival of the bacterium. In fact, in humans the transmission is stopped, and the bacterium meets a dead end.&lt;ref name=&quot;lalchhandama&quot;/&gt; However, uninfected mites can acquire the infection from infected rodents.&lt;ref&gt;{{cite journal |last1=Takhampunya |first1=R. |last2=Korkusol |first2=A. |last3=Promsathaporn |first3=S. |last4=Tippayachai |first4=B. |last5=Leepitakrat |first5=S. |last6=Richards |first6=A.L. |last7=Davidson |first7=S.A. |last8=Small |first8=P.L.C. |title=Heterogeneity of ''Orientia tsutsugamushi'' genotypes in field-collected trombiculid mites from wild-caught small mammals in Thailand |journal=PLOS Neglected Tropical Diseases |date=2018 |volume=12 |issue=7 |pages=e0006632 |doi=10.1371/journal.pntd.0006632 |pmid=30011267 |pmc=6062101}}&lt;/ref&gt;

In rodent and human infections, ''[[w:Leptotrombidium deliense|Leptotrombidium deliense]]'' is the most common vector of ''O. tsutsugamushi''.  ''L. pallidum'', ''L. fletcheri'' and ''L. scutellare'' are also carriers in many countries. In addition, ''L. akamushi'' is an endemic carrier in Japan, ''L. chiangraiensis'' and ''L. imphalum'' in Thailand, ''L. gaohuensis'' in China, and ''L. arenicola'' in Malaysia and Indonesia.&lt;ref name=&quot;Kelly2009&quot;&gt;{{cite journal |last1=Kelly |first1=D.J. |last2=Fuerst |first2=P.A. |last3=Ching |first3=W.M. |last4=Richards |first4=A.L. |title=Scrub typhus: the geographic distribution of phenotypic and genotypic variants of ''Orientia tsutsugamushi'' |journal=Clinical Infectious Diseases |date=2009 |volume=48 Suppl |issue=Suppl |pages=S203–S230 |doi=10.1086/596576 |pmid=19220144}}&lt;/ref&gt; In parts of India, a different mite species, ''Schoengastiella ligula'' is also a major vector.&lt;ref&gt;{{cite journal |last1=Tilak |first1=R. |last2=Wankhade |first2=U. |last3=Kunwar |first3=R. |last4=Tilak |first4=V.W. |title=Emergence of ''Schoengastiella ligula'' as the vector of scrub typhus outbreak in Darjeeling: Has ''Leptotrombidium deliense'' been replaced? |journal=Indian Journal of Public Health |date=2011 |volume=55 |issue=2 |pages=92–99 |doi=10.4103/0019-557X.85239 |pmid=21941043}}&lt;/ref&gt; The life cycle of mites consists of egg, prelarva, larva, protonymph, deutonymph, tritonymph, and adult. The larvae, commonly referred to as chiggers ('''Figure 4'''), are the only ectoparasitic stage feeding on the body fluids of rodents and other opportunistic mammals. Thus, they are the only stage in the life of mites that transmit the infection. Wild rats of the genus ''[[w:Rattus|Rattus]]'' are the principal natural hosts of the chiggers.&lt;ref name=&quot;luce18&quot;&gt;{{cite journal|last1=Luce-Fedrow|first1=A.|last2=Lehman|first2=M.|last3=Kelly|first3=D.|last4=Mullins|first4=K.|last5=Maina|first5=A.|last6=Stewart|first6=R.|last7=Ge|first7=H.|last8=John|first8=H.|last9=Jiang|first9=J.|last10=Richards|first10=Allen|title=A review of scrub typhus (''Orientia tsutsugamushi'' and related organisms): then, now, and tomorrow|journal=Tropical Medicine and Infectious Disease|date=2018|volume=3|issue=1|pages=1–8|doi=10.3390/tropicalmed3010008}}&lt;/ref&gt; Chiggers feed only once on a mammalian host. The feeding usually takes 2 to 4 days. In contrast to most parasites, they do not feed on blood, but instead on the body fluid through the hair follicles or skin pores. They possess a special feeding apparatus called a [[w:Stylostome|stylostome]], which is a tube formed by solidified saliva. Their saliva can dissolve the host tissue around the feeding site, so that they ingest the liquefied tissue. ''O. tsutsugamushi'' is present in the [[w:salivary glands|salivary glands]] of mites and is released into the host tissue during this feeding.&lt;ref name=xu17&gt;{{cite journal|last1=Xu|first1=G.|last2=Walker|first2=D.H.|last3=Jupiter|first3=D.|last4=Melby|first4=P.C.|last5=Arcari|first5=C.M.|last6=Day|first6=N.P.|title=A review of the global epidemiology of scrub typhus|journal=PLOS Neglected Tropical Diseases|date=2017|volume=11|issue=11|pages=e0006062 |pmc=5687757 |pmid=29099844 |doi=10.1371/journal.pntd.0006062}}&lt;/ref&gt;

===Cellular invasion===
{{fig|5|align=right|image=Orientia cell invasion.png |caption=Mechanism of cell invasion by ''O. tsutsugamushi''.|attribution=[[User:Chhandama|Chhandama]], 2018 [https://creativecommons.org/licenses/by/3.0/deed.en CC-BY 3.0]}}
''O.&amp;nbsp;tsutsugamushi'' initially attacks the [[w:Myelocyte|myelocytes]] (young white blood cells) in the area of inoculation, and then the [[w:Endothelium|endothelial cells]] lining the [[w:Circulatory system|vasculature]]. The process of cellular invasion is shown in '''Figure 5'''. In the blood circulation, it targets professional phagocytes (“cell eaters”, white blood cells) such as [[w:dendritic cell|dendritic cells]] and [[w:macrophages|macrophages]] in all organs as the secondary targets. The parasite first attaches itself to the target cells using surface proteoglycans present on the host cell and bacterial surface proteins such as type specific protein 56 (or type specific antigen, TSA56) and surface cell antigens (ScaA and ScaC, which are membrane transporter proteins).&lt;ref&gt;{{cite journal |last1=Ge |first1=Y. |last2=Rikihisa |first2=Y. |title=Subversion of host cell signaling by ''Orientia tsutsugamushi'' |journal=Microbes and Infection |date=2011 |volume=13 |issue=7 |pages=638–648 |doi=10.1016/j.micinf.2011.03.003 |pmid=21458586}}&lt;/ref&gt;&lt;ref name=ha15&gt;{{cite journal |last1=Ha |first1=N.Y. |last2=Sharma |first2=P. |last3=Kim |first3=G. |last4=Kim |first4=Y. |last5=Min |first5=C.K. |last6=Choi |first6=M.S. |last7=Kim |first7=I.S. |last8=Cho |first8=N.H. |title=Immunization with an autotransporter protein of ''Orientia tsutsugamushi'' provides protective immunity against scrub typhus |journal=PLoS Neglected Tropical Diseases |date=2015 |volume=9 |issue=3 |pages=e0003585 |doi=10.1371/journal.pntd.0003585 |pmid=25768004 |pmc=4359152}}&lt;/ref&gt; These proteins interact with the host [[w:fibronectin|fibronectin]] to induce [[w:phagocytosis|phagocytosis]] (the process of ingesting the bacterium). The ability to actually enter the host cell depends on [[w:integrin|integrin]]-mediated signaling and reorganisation of the [[w:actin|actin]] cytoskeleton.&lt;ref&gt;{{cite journal |last1=Cho |first1=B. A. |last2=Cho |first2=N. H. |last3=Seong |first3=S. Y. |last4=Choi |first4=M. S. |last5=Kim |first5=I. S. |title=Intracellular invasion by ''Orientia tsutsugamushi'' is mediated by integrin signaling and actin cytoskeleton rearrangements |journal=Infection and Immunity |date=2010 |volume=78 |issue=5 |pages=1915–1923 |doi=10.1128/IAI.01316-09 |pmid=20160019 |pmc=2863532}}&lt;/ref&gt;

''O. tsutsugamushi'' has a special adaptation for surviving in the host cell by evading the host immune reaction. Once it interacts with the host cells, it causes the host cell membrane to form a transportation bubble called a [[w:Clathrin|clathrin-coated vesicle]] by which it gets transported into the cytoplasm. Inside the cytoplasm, it makes an exit from the vesicle (now known as an [[w:endosome|endosome]]) before the endosome is destroyed (in the process of cell-eating called [[w:autophagy|autophagy]]) by the [[w:lysosome|lysosomes]].&lt;ref&gt;{{cite journal |last1=Ko |first1=Y. |last2=Choi |first2=J.H. |last3=Ha |first3=N.Y |last4=Kim |first4=I.S. |last5=Cho |first5=N.H. |last6=Choi |first6=M.S. |last7=Bäumler |first7=A. J. |title=Active escape of ''Orientia tsutsugamushi'' from cellular autophagy |journal=Infection and Immunity |date=2013 |volume=81 |issue=2 |pages=552–559 |doi=10.1128/IAI.00861-12 |pmid=23230293 |pmc=3553808}}&lt;/ref&gt; It then moves towards the nucleus, specifically at the perinuclear region, where it starts to grow and multiply. Unlike other closely-related bacteria which use actin-mediated processes for movement in the cytoplasm (called [[w:intracellular transport|intracellular trafficking or transport]]), ''O. tsutsugamushi'' is unusual in using [[w:microtubule|microtubule]]-mediated processes similar to those employed by viruses such as [[w:Adenoviridae|adenoviruses]] and [[w:herpes simplex viruse|herpes simplex viruses]]. Further, the escape ([[w:exocytosis|exocytosis]]) from an infected host cell is also unusual. It forms another vesicle using the host cell membrane, gives rise to a small bud, and releases itself from the host cell surface while still enclosed in the vesicle. The membrane-bound bacterium is formed by interaction between cholesterol-rich lipid rafts as well as HtrA, a 47-kDa protein on the bacterial surface.&lt;ref&gt;{{cite journal |last1=Kim |first1=M.J. |last2=Kim |first2=M.K. |last3=Kang |first3=J.S. |title=Involvement of lipid rafts in the budding-like exit of ''Orientia tsutsugamushi'' |journal=Microbial Pathogenesis |date=2013 |volume=63 |pages=37–43 |doi=10.1016/j.micpath.2013.06.002 |pmid=23791848}}&lt;/ref&gt; However, the process of budding and importance of the membrane-bound bacterium are not yet understood.

===Strains===
''O. tsutsugamushi'' is a diverse species of bacteria. Ida A. Bengtson of the [[w:United States Public Health Service|United States Health Service]] was the first to note the existence of different strains using antigen-antibody interaction ([[w:complement fixation test|complement fixation test]]) in 1944.&lt;ref&gt;{{cite journal |last1=Bengston |first1=I.A. |title=Apparent serological heterogeneity among strains of Tsutsugamushi disease (scrub typhus) |journal=Public Health Reports |date=1945 |volume=60 |issue=50 |pages=1483-1488 |pmid=21004496|doi=10.2307/4585496}}&lt;/ref&gt; She observed that different strains had varying degree of virulence, and that the antibodies in the blood sera of patients cross-react to different strains. By 1946, she established that there were three principal strains (serotypes), namely Karp (from New Guinea), Gilliam (from India) and Seerangay (from British Malaya).&lt;ref&gt;{{cite journal |last1=Bengston |first1=I.A. |title=A serological study of 37 cases of tsutsugamushi disease (scrub typhus) occurring in Burma and the Philippine Islands |journal=Public Health Reports |date=1946 |volume=61 |issue=24 |pages=887-894 |pmid=20987857|doi=10.2307/4585717}}&lt;/ref&gt; Akira Shishido described the Kato strain, in addition to Gilliam and Karp, in Japan in 1958.&lt;ref&gt;{{cite journal |last1=Shishido |first1=A. |last2=Ohtawara |first2=M. |last3=Tateno |first3=S. |last4=Mizuno |first4=S. |last5=Ogura |first5=M. |last6=Kitaoka |first6=M. |title=The nature of immunity against scrub typhus in mice i. the resistance of mice, surviving subcutaneous infection of scrub typhus rickettsia, to intraperitoneal reinfection of the same agent |journal=Japanese Journal of Medical Science and Biology |date=1958 |volume=11 |issue=5 |pages=383-399 |doi=10.7883/yoken1952.11.383}}&lt;/ref&gt; Since then, six basic antigenic strains are recognised, namely Gilliam, Karp, Kato, Shimokoshi, Kawasaki, and Kuroki. Karp is the most abundant strain, accounting for about 50% of all infections.&lt;ref name=&quot;Kelly2009&quot;/&gt; In Korea, the major strain is Boryong.&lt;ref&gt;{{cite journal |last1=Jang |first1=M.S. |last2=Neupane |first2=G.P. |last3=Lee |first3=Y.M. |last4=Kim |first4=D.M. |last5=Lee |first5=S.H. |title=Phylogenetic analysis of the 56 kDa protein genes of ''Orientia tsutsugamushi'' in southwest area of Korea |journal=The American Journal of Tropical Medicine and Hygiene |date=2011 |volume=84 |issue=2 |pages=250–254 |doi=10.4269/ajtmh.2011.09-0601 |pmid=21292894 |pmc=3029177}}&lt;/ref&gt; As of 2009, more than 20 different strains have been established in humans based on antigenic variation using serological tests such as complement fixation and immunofluorescence assay.&lt;ref name=&quot;Kelly2009&quot;/&gt; The number is much higher if the strains in rodents and mites are taken into account. For example, a study in Japan in 1994 reported 32 strains, 14 from human patients, 12 from wild rodents, and 6 from trombiculid mites. The different strains exert different levels of virulence, and the most virulent is KN-3, which is predominant among wild rodents.&lt;ref&gt;{{cite journal|last1=Yamashita|first1=T.|last2=Kasuya|first2=S.|last3=Noda|first3=N.|last4=Nagano|first4=I.|last5=Kang|first5=J.S.|title=Transmission of ''Rickettsia tsutsugamushi'' strains among humans, wild rodents, and trombiculid mites in an area of Japan in which tsutsugamushi disease is newly endemic|journal=Journal of Clinical Microbiology|date=1994|volume=32|issue=11|pages=2780–2785|pmid=7852572|pmc=264159|doi=10.1128/jcm.32.11.2780-2785.1994}}&lt;/ref&gt; Another study in 1996 reported 40 strains.&lt;ref name=ohashi&gt;{{cite journal |last1=Ohashi |first1=N. |last2=Koyama |first2=Y. |last3=Urakami |first3=H. |last4=Fukuhara |first4=M. |last5=Tamura |first5=A. |last6=Kawamori |first6=F. |last7=Yamamoto |first7=S. |last8=Kasuya |first8=S. |last9=Yoshimura |first9=K. |title=Demonstration of antigenic and genotypic variation in ''Orientia tsutsugamushi'' which were isolated in Japan, and their classification into type and subtype |journal=Microbiology and Immunology |date=1996 |volume=40 |issue=9 |pages=627–638 |doi=10.1111/j.1348-0421.1996.tb01120.x |pmid=8908607}}&lt;/ref&gt; Genetic methods have revealed even greater complexity than had been previously described (for example, Gilliam is further divided into Gilliam and JG types). Due to immunological differences of the serotypes, simultaneous and repeated infection with different strains is possible.&lt;ref&gt;{{cite journal |last1=Bakshi |first1=D. |last2=Singhal |first2=P. |last3=Mahajan |first3=S.K. |last4=Subramaniam |first4=P. |last5=Tuteja |first5=U. |last6=Batra |first6=H.V. |title=Development of a real-time PCR assay for the diagnosis of scrub typhus cases in India and evidence of the prevalence of new genotype of ''O. tsutsugamushi'' |journal=Acta Tropica |date=2007 |volume=104 |issue=1 |pages=63–71 |doi=10.1016/j.actatropica.2007.07.013 |pmid=17870041}}&lt;/ref&gt;&lt;ref&gt;{{cite journal |last1=Parola |first1=P. |last2=Blacksell |first2=S.D. |last3=Phetsouvanh |first3=R. |last4=Phongmany |first4=S. |last5=Rolain |first5=J.M. |last6=Day |first6=N.P. |last7=Newton |first7=P.N. |last8=Raoult |first8=D. |title=Genotyping of ''Orientia tsutsugamushi'' from humans with scrub typhus, Laos |journal=Emerging Infectious Diseases |date=2008 |volume=14 |issue=9 |pages=1483–1485 |doi=10.3201/eid1409.071259 |pmid=18760027 |pmc=2603112}}&lt;/ref&gt;

====Antigenic variation====
''O. tsutsugamushi'' has four major surface-membrane proteins ([[w:antigens|antigens]]) having molecular weights 22 kDa, 47 kDa, 56 kDa and 110 kDa. A 56-kDa type specific antigen (TSA56) is the most important because it is not produced by any other bacteria, and is responsible for making the genetic diversity in different strains.&lt;ref&gt;{{cite journal |last1=Tamura |first1=A |last2=Ohashi |first2=N |last3=Urakami |first3=H |last4=Takahashi |first4=K |last5=Oyanagi |first5=M |title=Analysis of polypeptide composition and antigenic components of ''Rickettsia tsutsugamushi'' by polyacrylamide gel electrophoresis and immunoblotting |journal=Infection and Immunity |date=1985 |volume=48 |issue=3 |pages=671–675 |pmid=3922893 |pmc=261225|doi=10.1128/iai.48.3.671-675.1985}}&lt;/ref&gt; It accounts for about 10–15% of the total cell proteins. The 22-kDa, 47-kDa or 110-kDa antigens are not strain specific so that TSA56 is the main target in sophisticated diagnostic tests such as immunoblotting, ELISA and DNA analysis.&lt;ref&gt;{{cite journal |last1=Stover |first1=CK |last2=Marana |first2=DP |last3=Carter |first3=JM |last4=Roe |first4=BA |last5=Mardis |first5=E |last6=Oaks |first6=EV |title=The 56-kilodalton major protein antigen of ''Rickettsia tsutsugamushi'': molecular cloning and sequence analysis of the sta56 gene and precise identification of a strain-specific epitope |journal=Infection and Immunity |date=1990 |volume=58 |issue=7 |pages=2076–2084 |pmid=1694818 |pmc=258779|doi=10.1128/iai.58.7.2076-2084.1990}}&lt;/ref&gt; The protein assists the adhesion and entry of the bacterium into host cells, as well as evasion of the host's immune reaction. It varies in size from 516 to 540 amino acid residues between different strains, and its gene is approximately 1,550 base pairs long. Its gene contains four hypervariable regions, indicating that it synthesises many antigenically different proteins.&lt;ref name=ohashi/&gt; There are also 11-kDa and 60-kDa proteins inside the bacterium which are very similar to [[w:GroES|GroES]] and [[w:GroEL|GroEL]] of the bacterium ''[[w:Escherichia coli|Escherichia coli]]'', but not that of ''Rickettsia'' species.&lt;ref&gt;{{cite journal |last1=Stover |first1=C.K. |last2=Marana |first2=D.P. |last3=Dasch |first3=G.A. |last4=Oaks |first4=E.V. |title=Molecular cloning and sequence analysis of the Sta58 major antigen gene of ''Rickettsia tsutsugamushi'': sequence homology and antigenic comparison of Sta58 to the 60-kilodalton family of stress proteins |journal=Infection and Immunity |date=1990 |volume=58 |issue=5 |pages=1360-1368 |pmid=2108930| pmc=258633|doi=10.1128/iai.58.5.1360-1368.1990}}&lt;/ref&gt; GroES and GroEL are [[w:heat shock protein|heat shock proteins]] belonging to the family of [[w:Chaperone (protein)|molecular chaperones]] in bacteria. DNA analyses have shown that the ''GroES'' and ''GroEL'' genes are indeed present in ''O. tsutsugamushi'' with slight variation in different strains, and they produce the 11-kDa and 60-kDa proteins.&lt;ref&gt;{{cite journal |last1=Arai |first1=S. |last2=Tabara |first2=K. |last3=Yamamoto |first3=N. |last4=Fujita |first4=H. |last5=Itagaki |first5=A. |last6=Kon |first6=M. |last7=Satoh |first7=H. |last8=Araki |first8=K. |last9=Tanaka-Taya |first9=K. |last10=Takada |first10=N. |last11=Yoshikawa |first11=Y. |last12=Ishihara |first12=C. |last13=Okabe |first13=N. |last14=Oishi |first14=K. |title=Molecular phylogenetic analysis of ''Orientia tsutsugamushi'' based on the ''groES'' and ''groEL'' genes |journal=Vector Borne and Zoonotic Diseases |date=2013 |volume=13 |issue=11 |pages=825-829 |doi=10.1089/vbz.2012.1155 |pmid=24107204 |pmc=3822374}}&lt;/ref&gt;

==Disease==

''O. tsutsugamushi'' causes a complex and potentially life-threatening disease known as scrub typhus. Infection starts when chiggers bite on the skin during their feeding. The bacteria are deposited at the site of feeding (inoculation), where they multiply. They cause progressive tissue damage ([[w:necrosis|necrosis]]), which leads to formation of an [[w:eschar|eschar]] on the skin. Necrosis progresses to inflammation of the blood vessels, called [[w:vasculitis|vasculitis]]. This in turn causes inflammation of the lymph nodes, called [[w:lymphadenopathy|lymphadenopathy]]. Within a few days, vasculitis extends to various organs including the liver, brain, kidney, [[w:meninges|meninges]] and lungs.&lt;ref name=&quot;peter15&quot;&gt;{{cite journal|last1=Peter|first1=J.V.|last2=Sudarsan|first2=T.I.|last3=Prakash|first3=J.A.J.|last4=Varghese|first4=G.M.|title=Severe scrub typhus infection: Clinical features, diagnostic challenges and management|journal=World Journal of Critical Care Medicine|date=2015|volume=4|issue=3|pages=244–250|doi=10.5492/wjccm.v4.i3.244|pmid=26261776|pmc=4524821}}&lt;/ref&gt; The disease is responsible for nearly a quarter of all the febrile (high fever) illness in endemic areas. Mortality in severe cases or due to improper treatment or misdiagnosis may be as high as 30-70%.&lt;ref&gt;{{cite journal |last1=Taylor |first1=A.J. |last2=Paris |first2=D.H. |last3=Newton |first3=P.N. |last4=Walker |first4=D.H. |title=A systematic review of mortality from untreated scrub typhus (''Orientia tsutsugamushi'') |journal=PLOS Neglected Tropical Diseases |date=2015 |volume=9 |issue=8 |pages=e0003971 |doi=10.1371/journal.pntd.0003971 |pmid=26274584 |pmc=4537241}}&lt;/ref&gt; About 6% of infected people die untreated, and 1.4% of the patients die even with medical treatment. Moreover, the death rate can be as high as 14% with neurological problems and 24% with multi-organ dysfunction among treated patients.&lt;ref name=&quot;bonell&quot;&gt;{{cite journal |last1=Bonell |first1=A. |last2=Lubell |first2=Y. |last3=Newton |first3=P.N. |last4=Crump |first4=J.A. |last5=Paris |first5=D.H. |title=Estimating the burden of scrub typhus: A systematic review |journal=PLoS Neglected Tropical Diseases |date=2017 |volume=11 |issue=9 |pages=e0005838 |doi=10.1371/journal.pntd.0005838 |pmid=28945755 |pmc=5634655}}&lt;/ref&gt; In cases of misdiagnosis and failure of treatment, systemic complications rapidly develop including [[w:acute respiratory distress syndrome|acute respiratory distress syndrome]], acute kidney failure, [[w:encephalitis|encephalitis]], gastrointestinal bleeding, [[w:hepatitis|hepatitis]], [[w:meningitis|meningitis]], [[w:myocarditis|myocarditis]], [[w:pancreatitis|pancreatitis]], [[w:pneumonia|pneumonia]], [[w:septic shock|septic shock]], [[w:subacute thyroiditis|subacute thyroiditis]], and [[w:Multiple organ dysfunction syndrome|multi-organ dysfunctions]].&lt;ref name=&quot;ReferenceB&quot;&gt;{{cite journal|last1=Rajapakse|first1=S.|last2=Weeratunga|first2=P.|last3=Sivayoganathan|first3=S.|last4=Fernando|first4=S.D.|title=Clinical manifestations of scrub typhus|journal=Transactions of the Royal Society of Tropical Medicine and Hygiene|date=2017|volume=111|issue=2|pages=43–54|doi=10.1093/trstmh/trx017|pmid=28449088}}&lt;/ref&gt; Harmful effects involving multiple organ failure and neurological impairment are difficult to treat, and can cause lifelong debilitation or be directly fatal.&lt;ref name=&quot;ReferenceB&quot;/&gt; The central nervous system is often affected and results in various complications including [[w:cerebellitis|cerebellitis]], [[w:palsies|cranial nerve palsies ]], [[w:meningoencephalitis|meningoencephalitis]], [[w:plexopathy|plexopathy]], [[w:transverse myelitis|transverse myelitis]], and [[w:Guillan-Barre Syndrome|Guillan-Barré syndrome]].&lt;ref name=Mahajan&gt;{{cite journal|last1=Mahajan|first1=S.K.|last2=Mahajan|first2=S.K.|title=Neuropsychiatric manifestations of scrub typhus|journal=Journal of Neurosciences in Rural Practice|date=2017|volume=8|issue=3|pages=421–426|doi=10.4103/jnrp.jnrp_44_17|pmid=28694624|pmc=5488565}}&lt;/ref&gt; Death rates due to complications can be up to 14% in brain infections, and 24% with multiple organ failure.&lt;ref name=&quot;bonell&quot;/&gt; In India, scrub typhus has become the major cause of acute encephalitis syndrome, which was earlier caused mainly by a viral infection, [[w:Japanese encephalitis|Japanese encephalitis]].&lt;ref name=jain18&gt;{{cite journal|last1=Jain|first1=P.|last2=Prakash|first2=S.|last3=Tripathi|first3=P.K.|last4=Chauhan|first4=A.|last5=Gupta|first5=S.|last6=Sharma|first6=U.|last7=Jaiswal|first7=A.K.|last8=Sharma|first8=D.|last9=Jain|first9=A.|title=Emergence of ''Orientia tsutsugamushi'' as an important cause of acute encephalitis syndrome in India|journal=PLoS Neglected Tropical Diseases|date=2018|volume=12|issue=3|pages=e0006346|doi=10.1371/journal.pntd.0006346|pmid=29590177|pmc=5891077}}&lt;/ref&gt;

===Epidemiology===

{{fig|6|align=right|image=Tsutsugamushi Triangle.tif|caption=Map showing the Tsutsugamushi Triangle. Countries with human cases are labeled with a star.|attribution=Xu ''et al''., 2017 [https://creativecommons.org/licenses/by/3.0/deed.en CC-BY 3.0]}}
The [[w:World Health Organization|World Health Organization]] in 1999 stated that:
{{Quote| Scrub typhus is probably one of the most underdiagnosed and underreported febrile illnesses requiring hospitalization in the region. The absence of definitive signs and symptoms combined with a general dependence upon serological tests make the differentiation of scrub typhus from other common febrile diseases such as murine typhus, typhoid fever and leptospirosis quite difficult.&lt;ref&gt;{{cite web|last1=WHO|title=WHO Recommended Surveillance Standards (Second edition)|website=WHO/CDS/CSR/ISR/99.2|publisher=World Health Organization, Geneva |url=http://www.who.int/csr/resources/publications/surveillance/WHO_CDS_CSR_ISR_99_2_EN/en/ |page=124|date=1999}}&lt;/ref&gt;}} 
Scrub typhus is historically endemic to the Asia-Pacific region, covering the Russian Far East and Korea in the north, to northern Australia in the south, and Afghanistan in the west, including islands of the western Pacific Oceans such as Japan, Taiwan, Philippines, Papua New Guinea, Indonesia, Sri Lanka, and the Indian Subcontinent. This geographic region is popularly called the Tsutsugamushi Triangle as shown in '''Figure 6'''.&lt;ref name=&quot;peter15&quot;/&gt; However, it has spread to Africa, Europe and South America.&lt;ref name=&quot;jiang18&quot;&gt;{{cite journal|last1=Jiang|first1=J.|last2=Richards|first2=A.L.|title=Scrub typhus: No longer restricted to the Tsutsugamushi Triangle|journal=Tropical Medicine and Infectious Disease|date=2018|volume=3|issue=1|pages=11|doi=10.3390/tropicalmed3010011|pmid=30274409|pmc=6136623}}&lt;/ref&gt; One billion people are estimated to be at risk of infection at any moment and an average of one million cases occur every year in the Tsutsugamushi Triangle.&lt;ref name=xu17/&gt; The burden of scrub typhus in rural areas of Asia is huge, accounting for up to 20% of febrile sickness in hospital, and seroprevalence (positive infection on blood test) over 50% of the population.&lt;ref name=paris13&gt;{{cite journal|last1=Walker|first1=D.H.|last2=Paris|first2=D.H.|last3=Day|first3=N.P.|last4=Shelite|first4=T.R.|title=Unresolved problems related to scrub typhus: A seriously neglected life-threatening disease|journal=The American Journal of Tropical Medicine and Hygiene|date=2013|volume=89|issue=2|pages=301–307|doi=10.4269/ajtmh.13-0064|pmid=23926142|pmc=3741252}}&lt;/ref&gt; More than one-fifth of the population carry the bacterial antibodies, i.e. they had been infected, in endemic areas. South Korea has the highest level incidence (with its highest of 59.7 infections out of 100,000 people in 2013), followed by Japan, Thailand, and China at top of the list. The age group of 60–69 years is at highest risk of infection. Higher infection (57.3%) is seen in females compared to males (42.7%). Farmers are most vulnerable, accounting for 70% of the cases in China. The disease is more prevalent in rural areas, but there is a rapid increase in urban areas. For example, in Korea, the annual incidence increased 21-fold between 2003 and 2013 in metropolitan areas.&lt;ref name=&quot;bonell&quot;/&gt;

===Diagnosis===

====Symptom====
{{fig|7
| align = right
| image = Scrub typhus eschar.tif
| caption = Eschar due to ''O. tsutsugamushi'' infection on the shoulder (a, b) of a woman and on the penis (c, d) of a man.
| attribution = Le Viet  ''et al''., 2017 [https://creativecommons.org/licenses/by/3.0/deed.en CC-BY 3.0]
}}
The main symptom of ''O. tsutsugamushi'' infection is high (febrile) fever; however, the symptom is similar to other vector-borne tropical diseases such as [[w:malaria|malaria]], [[w:leptospirosis|leptospirosis]], [[w:typhoid fever|typhoid]], [[w:murine typhus|murine typhus]], [[w:chikungunya|chikungunya]], and [[w:dengue fever|dengue fever]].&lt;ref&gt;{{cite journal |last1=Mørch |first1=K. |last2=Manoharan |first2=A. |last3=Chandy |first3=S. |last4=Chacko |first4=N. |last5=Alvarez-Uria |first5=G. |last6=Patil |first6=S. |last7=Henry |first7=A. |last8=Nesaraj |first8=J. |last9=Kuriakose |first9=C. |last10=Singh |first10=A. |last11=Kurian |first11=S. |last12=Gill Haanshuus |first12=C. |last13=Langeland |first13=N. |last14=Blomberg |first14=B. |last15=Vasanthan Antony |first15=G. |last16=Mathai |first16=D. |title=Acute undifferentiated fever in India: a multicentre study of aetiology and diagnostic accuracy |journal=BMC Infectious Diseases |date=2017 |volume=17 |issue=1 |pages=665 |doi=10.1186/s12879-017-2764-3 |pmid=28978319 |pmc=5628453}}&lt;/ref&gt;&lt;ref&gt;{{cite journal |last1=Wangrangsimakul |first1=T. |last2=Althaus |first2=T. |last3=Mukaka |first3=M. |last4=Kantipong |first4=P. |last5=Wuthiekanun |first5=V. |last6=Chierakul |first6=W. |last7=Blacksell |first7=S.D. |last8=Day |first8=N.P. |last9=Laongnualpanich |first9=A. |last10=Paris |first10=D.H. |title=Causes of acute undifferentiated fever and the utility of biomarkers in Chiangrai, northern Thailand |journal=PLoS Neglected Tropical Diseases |date=2018 |volume=12 |issue=5 |pages=e0006477 |doi=10.1371/journal.pntd.0006477 |pmid=29852003 |pmc=5978881}}&lt;/ref&gt; This makes precise clinical diagnosis difficult, which often leads to misdiagnosis. The initial indications are fever with chills, associated with headache, muscle pain ([[w:myalgia|myalgia]]), sweating and vomiting. The appearance of symptoms ([[w:incubation period|the incubation period]]) takes between 6 and 21 days.&lt;ref name=&quot;peter15&quot;/&gt; A simple visual diagnosis is the presence of an inflamed scar-like scab called eschar, which is regarded as &quot;the most useful diagnostic clue in patients with acute febrile illness&quot;. Eschar is formed on the skin where an infected mite bit, usually seen in the armpit, groin or any abdominal area ('''Figure 7'''). In rare cases, it can be seen on the cheek, ear lobe and [[w:Foot|dorsum of the feet]].&lt;ref&gt;{{cite journal |last1=Kundavaram |first1=A.P. |last2=Jonathan |first2=A.J. |last3=Nathaniel |first3=S.D. |last4=Varghese |first4=G.M. |title=Eschar in scrub typhus: a valuable clue to the diagnosis |journal=Journal of Postgraduate Medicine |date=2013 |volume=59 |issue=3 |pages=177-178 |doi=10.4103/0022-3859.118033 |pmid=24029193}}&lt;/ref&gt; But, the problem is that eschar is not always present; at the highest record, only 55% of scrub typhus patients had eschar during an outbreak in south India.&lt;ref&gt;{{cite journal |last1=Varghese |first1=G.M. |last2=Janardhanan |first2=J. |last3=Trowbridge |first3=P. |last4=Peter |first4=J.V. |last5=Prakash |first5=J.A. |last6=Sathyendra |first6=S. |last7=Thomas |first7=K. |last8=David |first8=T.S. |last9=Kavitha |first9=M.L. |last10=Abraham |first10=O.C. |last11=Mathai |first11=D. |title=Scrub typhus in South India: clinical and laboratory manifestations, genetic variability, and outcome |journal=International Journal of Infectious Diseases |date=2013 |volume=17 |issue=11 |pages=e981-987 |doi=10.1016/j.ijid.2013.05.017 |pmid=23891643}}&lt;/ref&gt; Also, eschar is not specific to scrub typhus, occurring in [[w:Spotted fever|other rickettsial diseases]] such as [[w:Rocky Mountain spotted fever|Rocky Mountain spotted fever]],&lt;ref&gt;{{cite journal |last1=Kelman |first1=P. |last2=Thompson |first2=C.W. |last3=Hynes |first3=W. |last4=Bergman |first4=C. |last5=Lenahan |first5=C. |last6=Brenner |first6=J.S. |last7=Brenner |first7=M.G. |last8=Goodman |first8=B. |last9=Borges |first9=D. |last10=Filak |first10=M. |last11=Gaff |first11=H. |title=''Rickettsia parkeri'' infections diagnosed by eschar biopsy, Virginia, USA |journal=Infection |date=2018 |volume=46 |issue=4 |pages=559-563 |doi=10.1007/s15010-018-1120-x |pmid=29383651}}&lt;/ref&gt; Brazilian spotted fever,&lt;ref&gt;{{cite journal |last1=Silva |first1=N. |last2=Eremeeva |first2=M.E. |last3=Rozental |first3=T. |last4=Ribeiro |first4=G.S. |last5=Paddock |first5=C.D. |last6=Ramos |first6=E.A. |last7=Favacho |first7=A.R. |last8=Reis |first8=M.G. |last9=Dasch |first9=G.A. |last10=de Lemos |first10=E.R. |last11=Ko |first11=A.I. |title=Eschar-associated spotted fever rickettsiosis, Bahia, Brazil |journal=Emerging Infectious Diseases |date=2011 |volume=17 |issue=2 |pages=275-278 |doi=10.3201/eid1702.100859 |pmid=21291605 |pmc=3204763}}&lt;/ref&gt; and Indian tick typhus.&lt;ref&gt;{{cite journal |last1=Hulmani |first1=M. |last2=Alekya |first2=P. |last3=Kumar |first3=V.J. |title=Indian tick typhus presenting as purpura fulminans with review on rickettsial infections |journal=Indian Journal of Dermatology |date=2017 |volume=62 |issue=1 |pages=1-6 |doi=10.4103/0019-5154.198030 |pmid=28216718 |pmc=5286740}}&lt;/ref&gt;&lt;ref&gt;{{cite journal|last1=Walker|first1=D.H.|title=Rickettsioses of the spotted fever group around the world|journal=The Journal of Dermatology|date=1989|volume=16|issue=3|pages=169–177|pmid=2677080|doi=10.1111/j.1346-8138.1989.tb01244.x}}&lt;/ref&gt; Using DNA analysis by advanced polymerase chain reaction, different rickettsial infections can be identified from eschars.&lt;ref&gt;{{cite journal |last1=Denison |first1=A.M. |last2=Amin |first2=B.D. |last3=Nicholson |first3=W.L. |last4=Paddock |first4=C.D. |title=Detection of ''Rickettsia rickettsii'', ''Rickettsia parkeri'', and ''Rickettsia akari'' in skin biopsy specimens using a multiplex real-time polymerase chain reaction assay |journal=Clinical Infectious Diseases |date=2014 |volume=59 |issue=5 |pages=635-642 |doi=10.1093/cid/ciu358 |pmid=24829214 |pmc=4568984}}&lt;/ref&gt;&lt;ref&gt;{{cite journal |last1=Le Viet |first1=N. |last2=Laroche |first2=M. |last3=Thi Pham |first3=H.L. |last4=Viet |first4=N.L. |last5=Mediannikov |first5=O. |last6=Raoult |first6=D. |last7=Parola |first7=P. |title=Use of eschar swabbing for the molecular diagnosis and genotyping of ''Orientia tsutsugamushi'' causing scrub typhus in Quang Nam province, Vietnam |journal=PLoS Neglected Tropical Diseases |date=2017 |volume=11 |issue=2 |pages=e0005397 |doi=10.1371/journal.pntd.0005397 |pmid=28241043 |pmc=5344524}}&lt;/ref&gt;

====Blood test====
Suspected infections are confirmed with serological tests. ''O. tsutsugamushi'' is most often detected from blood serum using the [[w:Weil–Felix test|Weil–Felix test]]. Weil–Felix is the simplest and most rapid test, but it is not sensitive or specific, as it detects any kind of rickettsial infection. More sensitive tests such as rapid immunochromatographic test (RICT), immunofluorescence assays (IFA), ELISA, and DNA analysis using polymerase chain reaction (PCR) are used.&lt;ref name=&quot;luce18&quot;/&gt;&lt;ref name=koh/&gt; IFA is regarded as the gold standard test, as it gives a reliable result; however, it is expensive and not specific for different rickettsial bacteria.&lt;ref&gt;{{cite journal |last1=Koraluru |first1=M. |last2=Bairy |first2=I. |last3=Varma |first3=M. |last4=Vidyasagar |first4=S. |title=Diagnostic validation of selected serological tests for detecting scrub typhus |journal=Microbiology and Immunology |date=2015 |volume=59 |issue=7 |pages=371–374 |doi=10.1111/1348-0421.12268 |pmid=26011315}}&lt;/ref&gt; ELISA and PCR can detect ''O. tsutsugamushi''-specific proteins such as the TSA56 and GroEL, so that they are highly specific and sensitive.&lt;ref&gt;{{cite journal |last1=Patricia |first1=K.A. |last2=Hoti |first2=S.L. |last3=Kanungo |first3=R. |last4=Jambulingam |first4=P. |last5=Shashikala |first5=N. |last6=Naik |first6=A.C. |title=Improving the diagnosis of scrub typhus by combining ''groEL''-based polymerase chain reaction and IgM ELISA |journal=Journal of Clinical and Diagnostic Research |date=2017 |volume=11 |issue=8 |pages=DC27–DC31 |doi=10.7860/JCDR/2017/26523.10519 |pmid=28969124 |pmc=5620764}}&lt;/ref&gt; On the other hand, they are highly sophisticated and expensive techniques.

===Treatment===
''O.&amp;nbsp;tsutsugamushi'' infection can be treated with antibiotics such as [[w:azithromycin|azithromycin]], [[w:chloramphenicol|chloramphenicol]], [[w:doxycycline|doxycycline]], [[w:rifampicin|rifampicin]], [[w:roxithromycin|roxithromycin]], and [[w:tetracyclin|tetracyclin]]. Doxycycline is the most commonly used and is considered as the drug of choice because of its high efficacy and quick action. But, in pregnant women and babies, it is [[w:contraindication|contraindicated]], and azithromycin is the drug of choice. In Southeast Asia, where doxycycline and chloramphenicol resistance have been experienced, azithromycin is recommended for all patients.&lt;ref&gt;{{cite journal |last1=Rahi |first1=M. |last2=Gupte |first2=M.D. |last3=Bhargava |first3=A. |last4=Varghese |first4=G.Mm |last5=Arora |first5=R. |title=DHR-ICMR Guidelines for diagnosis &amp; management of rickettsial diseases in India |journal=Indian Journal of Medical Research |date=2015 |volume=141 |issue=4 |pages=417-22 |doi=10.4103/0971-5916.159279 |pmid=26112842 |pmc=4510721}}&lt;/ref&gt; A randomized controlled trial and systematic review showed that azithromycin is the safest medication.&lt;ref&gt;{{cite journal |last1=Chanta |first1=C. |last2=Phloenchaiwanit |first2=P. |title=Randomized Controlled trial of azithromycin versus doxycycline or chloramphenicol for treatment of uncomplicated pediatric scrub typhus |journal=Journal of the Medical Association of Thailand |date=2015 |volume=98 |issue=8 |pages=756–760 |pmid=26437532}}&lt;/ref&gt;&lt;ref&gt;{{cite journal |last1=Lee |first1=S.C. |last2=Cheng |first2=Y.J. |last3=Lin |first3=C.H. |last4=Lei |first4=W.T. |last5=Chang |first5=H.Y. |last6=Lee |first6=M.D. |last7=Liu |first7=J.M. |last8=Hsu |first8=R.J. |last9=Chiu |first9=N.C. |last10=Chi |first10=H. |last11=Peng |first11=C.C. |last12=Tsai |first12=T.L. |last13=Lin |first13=C.Y. |title=Comparative effectiveness of azithromycin for treating scrub typhus |journal=Medicine |date=2017 |volume=96 |issue=36 |pages=e7992 |doi=10.1097/MD.0000000000007992 |pmid=28885357 }}&lt;/ref&gt;

===Vaccine===
No licensed ''O. tsutsugamushi'' vaccines are currently available. The first vaccines were developed in the late 1940s, but failed in clinical trials.&lt;ref&gt;{{cite journal |last1=Card |first1=W.I. |last2=Walker |first2=J.M. |title=Scrub-typhus vaccine; field trial in South-east Asia |journal=Lancet |date=1947 |volume=1 |issue=6450 |pages=481–483 |pmid=20294827 |doi=10.1016/S0140-6736(47)91989-2}}&lt;/ref&gt;&lt;ref&gt;{{cite journal |last1=Berge |first1=T.O. |last2=Gauld |first2=R.L. |last3=Kitaoka |first3=M. |title=A field trial of a vaccine prepared from the Volner strain of ''Rickettsia tsutsugamushi'' |journal=American Journal of Hygiene |date=1949 |volume=50 |issue=3 |pages=337–342 |pmid=15391985|doi=10.1093/oxfordjournals.aje.a119366}}&lt;/ref&gt; Considered an ideal target, the unique TSA56 itself is highly variable in its chemical composition in different strains. An effective vaccine for one strain is not useful for another. An ideal vaccine should give protection to all the strains present locally. This complexity makes it difficult to produce a usable vaccine.&lt;ref name=valbuena&gt;{{cite journal |last1=Valbuena |first1=G. |last2=Walker |first2=D. H. |title=Approaches to vaccines against ''Orientia tsutsugamushi'' |journal=Frontiers in Cellular and Infection Microbiology |date=2013 |volume=2 |page=127 |doi=10.3389/fcimb.2012.00170 |pmid=23316486 |pmc=3539663}}&lt;/ref&gt; A vaccine targeting the 47-kDa outer membrane protein (OMP) is a promising candidate with experimental success in mice against the Boryong strain.&lt;ref&gt;{{cite journal |last1=Choi |first1=S. |last2=Jeong |first2=H.J. |last3=Hwang |first3=K.J. |last4=Gill |first4=B. |last5=Ju |first5=Y.R. |last6=Lee |first6=Y.S. |last7=Lee |first7=J. |title=A recombinant 47-kDa outer membrane protein induces an immune response against ''Orientia tsutsugamushi'' strain Boryong |journal=The American Journal of Tropical Medicine and Hygiene |date=2017 |volume=97 |issue=1 |pages=30–37 |doi=10.4269/ajtmh.15-0771 |pmid=28719308 |pmc=5508880}}&lt;/ref&gt; Combined targeting of TSA56 and ScaA is also a good candidate for mixed-strain infection.&lt;ref name=ha15/&gt;

==Immunity==
There is no lasting immunity to ''O. tsutsugamushi'' infection. Antigenic variation prevents the development of cross immunity to the various strains of ''O. tsutsugamushi''. An infected individual may develop a short-term immunity but that disappears after a few months, and immunity to one strain does not confer immunity to another.&lt;ref name=valbuena/&gt; An immunisation experiment was done in 1950 in which 16 volunteers still developed the infection after 11–25 months of primary infection.&lt;ref&gt;{{cite journal |last1=Smadel |first1=JE |last2=Ley |first2=H.L.Jr. |last3=Diercks |first3=F.H. |last4=Traub |first4=R. |title=Immunity in scrub typhus: resistance to induced reinfection |journal=A.M.A. Archives of Pathology |date=1950 |volume=50 |issue=6 |pages=847–861 |pmid=14789327}}&lt;/ref&gt; It is now known that the longevity of immunity depends on the strains of the bacterium. When reinfection occurs with the same strain as the previous infection, there can be immunity for 5–6 years in monkeys.&lt;ref&gt;{{cite journal |last1=MacMillan |first1=J.G. |last2=Rice |first2=R.M. |last3=Jerrells |first3=T.R. |title=Development of antigen-specific cell-mediated immune responses after infection of cynomolgus monkeys (''Macaca fascicularis'') with ''Rickettsia tsutsugamushi'' |journal=The Journal of Infectious Diseases |date=1985 |volume=152 |issue=4 |pages=739–749 |pmid=2413138|doi=10.1093/infdis/152.4.739}}&lt;/ref&gt; But in humans, immunity declines after one year, and disappears within two years.&lt;ref&gt;{{cite journal |last1=Ha |first1=N.Y. |last2=Kim |first2=Y. |last3=Min |first3=C.K. |last4=Kim |first4=H.I. |last5=Yen |first5=N.T.H. |last6=Choi |first6=M.S. |last7=Kang |first7=J.S. |last8=Kim |first8=Y.S. |last9=Cho |first9=N.H. |title=Longevity of antibody and T-cell responses against outer membrane antigens of ''Orientia tsutsugamushi'' in scrub typhus patients |journal=Emerging Microbes &amp; Infections |date=2017 |volume=6 |issue=12 |pages=e116 |doi=10.1038/emi.2017.106 |pmid=29259327}}&lt;/ref&gt;

==History==
The earliest record of ''O. tsutsugamushi'' infection was in the 3rd century (313 C.E.) in China.&lt;ref&gt;{{cite journal |last1=Fan |first1=M.Y. |last2=Walker |first2=D.H. |last3=Yu |first3=S.R. |last4=Liu |first4=Q.H. |title=Epidemiology and ecology of rickettsial diseases in the People's Republic of China |journal=Reviews of Infectious Diseases |date=1987 |volume=9 |issue=4 |pages=823-840 |pmid=3326129|doi=10.1093/clinids/9.4.823}}&lt;/ref&gt; Japanese were also familiar with the link between the infection and mites for centuries. They gave several names such as ''shima-mushi'', ''akamushi'' (red mite) or ''kedani'' (hairy mite) disease of northern Japan, and most popularly as ''tsutsugamushi'' (from ''tsutsuga'' meaning fever or harm or illness, and ''mushi'' meaning bug or insect). Japanese physician Hakuju Hashimoto gave the first medical account from [[w:Niigata Prefecture|Niigata Prefecture]] in 1810. He recorded the prevalence of infection along the banks of the upper tributaries of [[w:Shinano River|Shinano River]].&lt;ref&gt;{{cite book |last1=Kawamura |first1=R. |title=Studies on tsutsugamushi disease (Japanese Blood Fever) |date=1926 |publisher=Spokesman Printing Company |location=Cincinnati, OH (USA) |page=2}}&lt;/ref&gt; The first report to the Western world was made by Theobald Adrian Palm, a physician of the [[w:EMMS International|Edinburgh Medical Missionary Society]] at Niigata in 1878. Describing his first-hand experience, Palm wrote:
{{Quote|Last summer [i.e. 1877], I had the opportunity of observing a disease which, so far as I know, is peculiar to Japan, and has not yet been, described. It occurs, moreover, in certain well-marked districts, and at a particular season of the year, so that the opportunities of investigating it do not often occur. It is known here as the ''shima-mushi'', or island-insect disease, and is so-named from the belief that it is caused by the bite or sting of some insect peculiar to certain islands in the river known as Shinagawa, which empties itself into the sea at Niigata.&lt;ref&gt;{{cite journal |last1=Palm |first1=T.A. |title=Some account of a disease called &quot;shima-mushi,&quot; or &quot;island-insect disease,&quot; by the natives of Japan; peculiar, it is believed, to that country, and hitherto not described |journal=Edinburgh Medical Journal |date=1878 |volume=24 |issue=2 |pages=128–132 |pmid=29640208 |pmc=5317505}}&lt;/ref&gt;}}

The aetiology of the disease was unknown until the early 20th century. In 1908, a mite theory of the transmission of tsutsugamushi disease was postulated by Taichi Kitashima and Mikinosuke Miyajima.&lt;ref name=miyajima17&gt;{{cite journal|last1=Miyajima|first1=M.|last2=Okumura|first2=T.|title=On the life cycle of the &quot;Akamushi&quot; carrier of Nippon river fever|journal=Kitasato Archives of Experimental Medicine|date=1917|volume=1|issue=1|pages=1–14}}&lt;/ref&gt; In 1915, a British zoologist, Stanley Hirst, suggested that the larvae of mite ''Microtrombidium akamushi'' (later renamed ''Leptotrombidium akamushi'') which he found on the ears of field mice could carry and transmit the infection.&lt;ref&gt;{{cite journal|last1=Hirst|first1=S.|title=On the Tsutsugamushi (''Microtrombidium akamushi'', Brumpt), carrier of Japanese river fever|journal=Journal of Economic Biology|date=1915|volume=10|issue=4|pages=79–82}}&lt;/ref&gt; In 1917, Mataro Nagayo and colleagues gave the first complete description of the developmental stages such as egg, nymph, larva, and adult of the mite. They also asserted that only the larvae bites mammals, and are thus the only carriers of the parasites.&lt;ref&gt;{{cite journal|last1=Nagayo|first1=M.|title=On the nymph and prosopon of the tsutsugamushi, ''Leptotrombidium akamushi, N. Sp.'' (''Trombidium akamushi'' Brumpt), carrier of tsutsugamushi disease|journal=Journal of Experimental Medicine|date=1917|volume=25|issue=2|pages=255–272|doi=10.1084/jem.25.2.255}}&lt;/ref&gt; But then, the actual infectious agent was not known, and it was generally attributed to either a virus or a protozoan.&lt;ref name=&quot;lalchhandama18&quot;&gt;{{cite journal|last1=Lalchhandama|first1=K.|title=The saga of scrub typhus with a note on the outbreaks in Mizoram|journal=Science Vision|date=2018|volume=18|issue=2|pages=50–57|url=https://www.sciencevision.org/issue/4/article/11|doi=10.33493/scivis.18.02.01}}&lt;/ref&gt;

The causative pathogen was first identified by Naosuke Hayashi in 1920. Confident that the organism was a protozoan, Hayashi concluded, stating, &quot;I have reached the conclusion that the virus of the disease is the species of ''[[w:Piroplasmida|Piroplasma]]'' [protozoan] in question... I consider the organism in Tsutsugamushi disease as a hitherto undescribed species, and at the suggestion of Dr. Henry B. Ward designate it as ''Theileria tsutsugamushi''.&quot; &lt;ref&gt;{{cite journal|last1=Hayashi|first1=N.|title=Etiology of tsutsugamushi disease|journal=The Journal of Parasitology|date=1920|volume=7|issue=2|pages=52–68|doi=10.2307/3270957|jstor=3270957}}&lt;/ref&gt; Discovering the similarities with the bacterium ''R. prowazekii'', Mataro Nagayo and colleagues gave a new classification with the name ''Rickettsia orientalis'' in 1930.&lt;ref&gt;{{cite journal|last1=Nagayo|first1=M.|last2=Tamiya|first2=T.|last3=Mitamura|first3=T.|last4=Sato|first4=K.|title=On the virus of tsutsugamushi disease and its demonstration by a new method|journal=Jikken Igaku Zasshi (Japanese Journal of Experimental Medicine)|date=1930|volume=8|issue=4|pages=309–318}}&lt;/ref&gt;&lt;ref&gt;{{cite journal|last1=Nagayo|first1=M.|last2=Tamiya|first2=T.|last3=Mitamura|first3=T.|last4=Sato|first4=K.|title=Sur le virus de la maladie de Tsutsugamushi [On the virus of tsutsugamushi]|journal=Compte Rendu des Séances de la Société de Biologie|date=1930|volume=104|issue=|pages=637–641}}&lt;/ref&gt; (''R. prowazekii'' is a causative bacterium of epidemic typhus first discovered by American physicians [[w:Howard Taylor Ricketts|Howard Taylor Ricketts]] and Russell M. Wilder in 1910, and described by a Brazilian physician [[w:Henrique da Rocha Lima|Henrique da Rocha Lima]] in 1916.&lt;ref&gt;{{cite journal |last1=da Rocha Lima |first1=H. |title=Untersuchungen über fleckfleber [Researches on typhus] |journal=Münchener medizinische Wochenschrift |date=1916 |volume=63 |issue=39 |pages=1381–1384}}&lt;/ref&gt;) 

The taxonomic confusion worsened. In 1931, Norio Ogata gave the name ''Rickettsia tsutsugamushi'',&lt;ref&gt;{{cite journal|last1=Ogata|first1=N.|title= Aetiologie der Tsutsugamushi-krankheit: ''Rickettsia tsutsugamushi'' [Aetiology of the tsutsugamushi disease: ''Rickettsia tsutsugamushi'' |journal=Zentralblatt für Bakteriologie, Parasitenkunde, Infektionskrankheiten und Hygiene|date=1931|volume=122|pages=249–253}}&lt;/ref&gt; while Rinya Kawamüra and Yoso Imagawa independently introduced the name ''Rickettsia akamushi''.&lt;ref&gt;{{cite journal|last1=Kawamüra|first1=R.|last2=Imagawa|first2=Y.|title=Ueber die Proliferation der pathogenen ''Rickettsia'' im tierischen organismus bei der tsutsugamushi-krankheit [The multiplication of the ''Rickettsia'' pathogen of tsutsugamushi disease in animals]|journal=Transactions of the Japanese Society of Pathology|date=1931|volume=21|pages=455–461}}&lt;/ref&gt; Kawamüra and Imagawa discovered that the bacteria are stored in the salivary glands of mites, and that mites feed on body (lymph) fluid, thereby establishing the fact that mites transmit the parasites during feeding.&lt;ref&gt;{{cite journal|last1=Kawamüra|first1=R.|last2=Imagawa|first2=Y.|title=Die feststellung des erregers bei der tsutsugamushikrankheit [Confirmation of the infective agent in tsutsugamushi disease]|journal=Zentralblatt für Bakteriologie, Parasitenkunde, Infektionskrankheiten und Hygiene|date=1931|volume=122|issue=4/5|pages=253–261}}&lt;/ref&gt; 

For more than 60 years there was no consensus on the choice of name – both ''R. orientalis'' and ''R. tsutsugamushi'' were equally used. Akira Tamura and colleagues reported in 1991 the structural differences of the bacterium from ''Rickettsia'' species that warranted a separate genus, and proposed the name ''Orientia tsutsugamushi''.&lt;ref name=tamura91&gt;{{cite journal |last1=Tamura |first1=A. |last2=Urakami |first2=H. |last3=Ohashi |first3=N. |title=A comparative view of ''Rickettsia tsutsugamushi'' and the other groups of Rickettsiae |journal=European Journal of Epidemiology |date=1991 |volume=7 |issue=3 |pages=259–269 |doi=10.1007/BF00145675 |pmid=1909244}}&lt;/ref&gt; Finally, in 1995, they made a new classification based on the morphological and biochemical properties, formally creating the new name ''O. tsutsugamushi''.&lt;ref name=tamura95/&gt;

==References==
{{Reflist|35em}}</text>
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| journal   = WikiJournal of Medicine
| toc       = 2
| last1     = Musa{{efn|Sir Muhammad Sanusi Specialist Hospital, Kano}}{{efn|Ladoke Akintola University of Technology, Ogbomoso, Oyo State, Nigeria}}{{efn|Islamic Medical Association of Nigeria}}
| first1    = Abdulmutalab
| orcid1    = 0000-0002-9319-198X
| correspondence1 = laamiido@gmail.com
| keywords  = Lassa fever, Lassa virus, public health, viral hemorrhagic fever
| submitted = 2018-09-25
| accepted  = 2019-06-15
| updated   = 2019-10-15
| changes   = Talk:WikiJournal_of_Medicine/An_overview_of_Lassa_fever#Copyright_issues
| doi_previous = 10.15347/wjm/2019.002
| doi       = 10.15347/wjm/2019.002.2
| abstract  = Lassa fever is a [[w:Viral_hemorrhagic_fever|viral hemorrhagic fever]] caused by [[w:Lassa virus|Lassa virus]] (''Lassa mammarenavirus''), a negative-sense single-stranded RNA virus of the ''[[w:Arenavirus|Arenaviridae]]'' family.&lt;ref name=&quot;:4&quot; /&gt;&lt;ref&gt;{{Cite book
|last=Oti
|first=Victor B.
|date=2018-11-05
|chapter=A Reemerging Lassa Virus: Aspects of Its Structure, Replication, Pathogenicity and Diagnosis
|url=https://www.intechopen.com/books/current-topics-in-tropical-emerging-diseases-and-travel-medicine/a-reemerging-lassa-virus-aspects-of-its-structure-replication-pathogenicity-and-diagnosis
|title=Current Topics in Tropical Emerging Diseases and Travel Medicine|editor1-first=Alfonso J. |editor1-last=Rodriguez-Morales|publisher=IntechOpen
|doi=10.5772/intechopen.79072|isbn=978-1-78984-825-0
}}&lt;/ref&gt; In most cases Lassa virus infection is asymptomatic (presenting no symptom).&lt;ref name=&quot;:4&quot; /&gt; When symptomatic it is characterized by mild acute febrile disease to a chronic fatal disease with severe [[w:Toxemia|toxaemia]], [[w:Capillary_leak_syndrome|capillary leak]], [[w:Bleeding|hemorrhagic situations]], [[w:Shock_(circulatory)|shock]] and [[w:Multiple_organ_dysfunction_syndrome|multiple organ failure]].&lt;ref&gt;{{Cite journal
|last=Monath
|first=T. P.
|last2=Casals
|first2=J.
|date=1975
|title=Diagnosis of Lassa fever and the isolation and management of patients
|url=https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2366641/
|journal=Bulletin of the World Health Organization
|volume=52
|issue=4-6
|pages=707–715
|issn=0042-9686
|pmc=PMC2366641
|pmid=1085225
}}&lt;/ref&gt; Early diagnosis of Lassa fever is very important because of the transmissibility of infection, the need for potent isolation of infected persons and for containing potentially infectious specimens during laboratory testing.&lt;ref name=&quot;:1&quot; /&gt;&lt;ref&gt;{{Cite journal
|last=Monath
|first=T. P.
|last2=Casals
|first2=J.
|date=1975
|title=Diagnosis of Lassa fever and the isolation and management of patients
|url=https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2366641/
|journal=Bulletin of the World Health Organization
|volume=52
|issue=4-6
|pages=707–715
|issn=0042-9686
|pmc=PMC2366641
|pmid=1085225
}}&lt;/ref&gt;
Lassa fever was first elucidated in the 1950s, but the virus was not recognized until 1969 when it infected two missionary nurses in Lassa Village, [[w:Borno_State|Borno State]], [[w:North_East_(Nigeria)|Northeastern Nigeria]].&lt;ref name=&quot;:4&quot; /&gt;
[[w:Natal_multimammate_mouse|Natal multimammate rat]] or common African rat of [[w:Mastomys|''Mastomys'']] genus are the reservoir of Lassa virus.&lt;ref name=&quot;:4&quot; /&gt; When the rodents become infected with Lassa virus, they infect humans through their urine and faeces, but remain unharmed.&lt;ref name=&quot;:2&quot; /&gt; 
Because of its similarities with other febrile diseases such as malaria, typhoid, [[w:Ebola virus disease|Ebola hemorrhagic fever]], early detection is difficult. Thus when persons have persistent fever not responding to normal conventional therapies, they should be screened for other possible causes (especially in [[w:Endemic_(epidemiology)|endemic]] regions). When the presence of Lassa fever is established in a community, immediate isolation of infected individuals, screening, standard infection prevention and control practices and meticulous [[w:Contact_tracing|contact tracing]] can halt outbreaks.&lt;ref name=&quot;:4&quot; /&gt; Treatment involves supportive measures and early use of the antiviral drug ribavirin.
}}

== Pathophysiology ==
{{Main|w:Lassa virus}}Lassa virus is a single-stranded, negative-sense [[w:RNA_virus|RNA virus]] '''(Figure 1)'''.&lt;ref name=&quot;:1&quot;&gt;{{Cite journal
|last=Yun
|first=Nadezhda E.
|last2=Walker
|first2=David H.
|date=2012-10-09
|title=Pathogenesis of Lassa Fever
|url=https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3497040/
|journal=Viruses
|volume=4
|issue=10
|pages=2031–2048
|doi=10.3390/v4102031
|issn=1999-4915
|pmc=PMC3497040
|pmid=23202452
}}&lt;/ref&gt; The transmission of Lassa virus to humans can occur through direct contact and [[w:Aerosol|aerosols]] generated from the urine or feces of an infected rodent.&lt;ref name=&quot;:2&quot;&gt;{{Cite journal
|last=Hallam
|first=Hoai J.
|last2=Hallam
|first2=Steven
|last3=Rodriguez
|first3=Sergio E.
|last4=Barrett
|first4=Alan D. T.
|last5=Beasley
|first5=David W. C.
|last6=Chua
|first6=Arlene
|last7=Ksiazek
|first7=Thomas G.
|last8=Milligan
|first8=Gregg N.
|last9=Sathiyamoorthy
|first9=Vaseeharan
|date=2018-03-20
|title=Baseline mapping of Lassa fever virology, epidemiology and vaccine research and development
|url=https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5861057/
|journal=NPJ Vaccines
|volume=3
|doi=10.1038/s41541-018-0049-5
|issn=2059-0105
|pmc=5861057
|pmid=29581897
}}&lt;/ref&gt; Natal multimammate rats shed the virus in urine and droppings, direct contact with these excreta, through touching soiled objects, eating contaminated food, or exposure to open cuts or [[w:Sore|sores]], can lead to infection.&lt;ref name=&quot;:2&quot; /&gt;&lt;ref&gt;{{Cite web
|url=https://www.cdc.gov/vhf/lassa/transmission/index.html
|title=Transmission of Lassa Fever
|date=2019-03-06
|website=www.cdc.gov
|language=en-us
|access-date=2019-04-09
}}&lt;/ref&gt; There have been reports of sexual transmission of Lassa fever but it is rare.&lt;ref&gt;{{Cite journal
|last=Oshin
|first=Babafemi A.
|date=2019-04-09
|title=Rat eating, sexual transmission and the burden of Lassa fever disease
|url=https://www.bmj.com/rapid-response/2011/10/30/rat-eating-sexual-transmission-and-burden-lassa-fever-disease
|language=en
}}&lt;/ref&gt; High [[w:Serum|serum]] [[w:Viral_load|virus titres]], combined with disseminated replication in tissues and absence of [[w:Neutralizing_antibody|neutralizing antibodies]] (immuno-compromisation), lead to the development of Lassa fever.&lt;ref name=&quot;:1&quot; /&gt; However, an intact and active immune response is protective against developing symptoms by mounting the early innate immune response in order to prevent further infection and virus growth, which in turn attenuates humoral and cell-mediated immunity.&lt;ref name=&quot;:2&quot; /&gt;&lt;ref&gt;{{Cite journal
|last=Zapata
|first=Juan Carlos
|last2=Medina-Moreno
|first2=Sandra
|last3=Guzmán-Cardozo
|first3=Camila
|last4=Salvato
|first4=Maria S.
|date=2018-10-28
|title=Improving the Breadth of the Host’s Immune Response to Lassa Virus
|url=https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6313495/
|journal=Pathogens
|volume=7
|issue=4
|doi=10.3390/pathogens7040084
|issn=2076-0817
|pmc=6313495
|pmid=30373278
}}&lt;/ref&gt;&lt;ref&gt;{{Cite journal
|last=Brosh-Nissimov
|first=Tal
|date=2016-04-30
|title=Lassa fever: another threat from West Africa
|url=https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5330145/
|journal=Disaster and Military Medicine
|volume=2
|doi=10.1186/s40696-016-0018-3
|issn=2054-314X
|pmc=5330145
|pmid=28265442
}}&lt;/ref&gt; Due to limited data on Lassa fever, the immune responses against it and its pathogenesis are poorly understood.&lt;ref name=&quot;:2&quot; /&gt; As such, it is not well understood how viral infection leads to sepsis-like symptoms, cytokine storms or bacterial co-infection.&lt;ref&gt;{{Cite journal
|last=Lin
|first=Gu-Lung
|last2=McGinley
|first2=Joseph P.
|last3=Drysdale
|first3=Simon B.
|last4=Pollard
|first4=Andrew J.
|date=2018-09-27
|title=Epidemiology and Immune Pathogenesis of Viral Sepsis
|url=https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6170629/
|journal=Frontiers in Immunology
|volume=9
|doi=10.3389/fimmu.2018.02147
|issn=1664-3224
|pmc=6170629
|pmid=30319615
}}&lt;/ref&gt;&lt;ref&gt;{{Cite_patent
|invent1=Cunningham J
|invent2= Lee K
|invent3= Ren T
|invent4= Chandran K
|number=US9193705B2
|country = USA
|title=Small molecule inhibitors of ebola and lassa fever viruses and methods of use
|url=https://patents.google.com/patent/US9193705B2/en
|date=2011-09-01
|accessdate=2019-04-09
}}&lt;/ref&gt;
{{fig|1|Lassa virus.JPG|A transmission electron micrograph (TEM) of a number of Lassa virus virions adjacent to some cell debris. The virus, a member of the virus family [[w:Arenaviridae|''Arenaviridae'']], causes [[w:Lassa fever|Lassa fever]]
| attribution = Centers for Disease Control and Prevention, public domain
}}

There are several pathways involved in the pathogenesis of Lassa fever.&lt;ref name=&quot;:1&quot; /&gt;&lt;ref name=&quot;:9&quot;&gt;{{Cite web
|url=https://vhfc.org/diseases/lassa/
|title=Lassa
|website=Viral Hemorrhagic Fever Consortium
|language=en-US
|access-date=2019-04-09
}}&lt;/ref&gt; Similar to the pathogenesis of [[w:Sepsis|sepsis]], induction of uncontrolled [[w:Cytokine|cytokine]] expression can be triggered by Lassa virus infection.&lt;ref name=&quot;:1&quot; /&gt; Systemic viral-induced immunosuppression can also be implicated in severe Lassa virus infections.&lt;ref name=&quot;:1&quot; /&gt; 

Two immunoglobulins ([[w:Immunoglobulin_M|IgM]] and [[w:Immunoglobulin_G|IgG]] antibody [[w:Isotype_(immunology)|isotypes)]] are produced in Lassa virus infected persons, because both can be present in [[w:Viremia|viremic]] persons, and possibly only non-neutralizing antibodies are produced early in the infectious process, this makes the antibodies to remain present in many people across West Africa.&lt;ref name=&quot;:1&quot; /&gt;&lt;ref name=&quot;:9&quot; /&gt;  

While late antibodies are protective because they neutralize the virus, Early antibodies are not neutralizing making them resistant;&lt;ref name=&quot;:1&quot; /&gt;&lt;ref name=&quot;:9&quot; /&gt; this is because proteinous surface of the Lassa virus is protected by under-processed [[w:Glycan|glycans]] form with structurally distinct clusters.&lt;ref name=&quot;:2&quot; /&gt;&lt;ref&gt;{{Cite journal
|last=Crispin
|first=Max
|last2=Bowden
|first2=Thomas A.
|last3=Strecker
|first3=Thomas
|last4=Huiskonen
|first4=Juha T.
|last5=Moser
|first5=Felipe
|last6=Li
|first6=Sai
|last7=Seabright
|first7=Gemma E.
|last8=Allen
|first8=Joel D.
|last9=Raghwani
|first9=Jayna
|date=2018-07-10
|title=Structure of the Lassa virus glycan shield provides a model for immunological resistance
|url=https://www.pnas.org/content/115/28/7320
|journal=Proceedings of the National Academy of Sciences
|language=en
|volume=115
|issue=28
|pages=7320–7325
|doi=10.1073/pnas.1803990115
|issn=0027-8424
|pmid=29941589
}}&lt;/ref&gt;&lt;ref name=&quot;:10&quot;&gt;{{Cite journal
|last=Robinson
|first=James E.
|last2=Hastie
|first2=Kathryn M.
|last3=Cross
|first3=Robert W.
|last4=Yenni
|first4=Rachael E.
|last5=Elliott
|first5=Deborah H.
|last6=Rouelle
|first6=Julie A.
|last7=Kannadka
|first7=Chandrika B.
|last8=Smira
|first8=Ashley A.
|last9=Garry
|first9=Courtney E.
|date=2016-05-10
|title=Most neutralizing human monoclonal antibodies target novel epitopes requiring both Lassa virus glycoprotein subunits
|url=https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4866400/
|journal=Nature Communications
|volume=7
|doi=10.1038/ncomms11544
|issn=2041-1723
|pmc=4866400
|pmid=27161536
}}&lt;/ref&gt; 

The main underlying feature of Lassa fever is that the vascular bed is attacked by the virus, with resultant micro-vascular damage and changes in [[w:Vascular_permeability|vascular permeability]].&lt;ref name=&quot;:1&quot; /&gt;&lt;ref name=&quot;:12&quot;&gt;{{Cite journal
|last=Brisse
|first=Morgan E.
|last2=Ly
|first2=Hinh
|date=2019-03-13
|title=Hemorrhagic Fever-Causing Arenaviruses: Lethal Pathogens and Potent Immune Suppressors
|url=https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6424867/
|journal=Frontiers in Immunology
|volume=10
|doi=10.3389/fimmu.2019.00372
|issn=1664-3224
|pmc=6424867
|pmid=30918506
}}&lt;/ref&gt; Secondary resultant of capillary leak syndrome and reduced blood volume may include increased cardiac activity, local tissue [[w:Acidosis|acidosis]], [[w:Anoxia|anoxia]] and reduction in blood circulation, thus leading to the shock syndrome.&lt;ref name=&quot;:12&quot; /&gt; Generally it is clear that liver damage occurs in almost all cases of Lassa fever in different levels.&lt;ref name=&quot;:1&quot; /&gt;

Pre–renal acute kidney failure, [[w:Lactic_acidosis|lactic acidaemia]], [[w:Hyperkalemia|hyperkalaemia]] and reduced perfusion and oxygenation of vital tissues follows and progress to fatal outcome.&lt;ref name=&quot;:12&quot; /&gt;&lt;ref name=&quot;:13&quot; /&gt; The secondary effects of micro-vascular damage include alterations in pulmonary function due to several mechanisms.&lt;ref name=&quot;:13&quot;&gt;{{Cite journal
|last=Monath
|first=T. P.
|last2=Casals
|first2=J.
|date=1975
|title=Diagnosis of Lassa fever and the isolation and management of patients
|url=https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2366641/
|journal=Bulletin of the World Health Organization
|volume=52
|issue=4-6
|pages=707–715
|issn=0042-9686
|pmc=PMC2366641
|pmid=1085225
}}&lt;/ref&gt;

== Frequency (epidemiology) ==
{{fig|2
|Lassa fever Outbreak Distribution Map.svg
|align = right
|width = 350px
|caption = Lassa Fever Outbreak Distribution Map. Countries reporting endemic disease and substantial outbreaks of Lassa Fever in blue. Countries reporting few cases, periodic isolation of virus, or serological evidence of infection in green. Countries with unknown status in grey.&lt;ref&gt;{{Cite web
|url=https://www.cdc.gov/vhf/lassa/outbreaks/index.html
|title=Outbreak Distribution Map of Lassa Fever
|publisher=CDC
|date=2019-03-04
|website=www.cdc.gov
|language=en-us
|access-date=2019-04-27
}}&lt;/ref&gt;
|attribution = Centers for Disease Control and Prevention, public domain
}}

Estimating the true incidence and mortality of Lassa Fever is extremely difficult due to the non-specific clinical presentation; poor surveillance systems; sizeable human migration, uneasy landscape and lack of standard laboratory confirmation.&lt;ref&gt;{{Cite book
|url=https://linkinghub.elsevier.com/retrieve/pii/B9780124169753000042
|title=Emerging Infectious Diseases
|last=Grant
|first=Donald S.
|last2=Khan
|first2=Humarr
|last3=Schieffelin
|first3=John
|last4=Bausch
|first4=Daniel G.
|date=2014
|publisher=Elsevier
|isbn=9780124169753
|pages=37–59
|language=en
|doi=10.1016/b978-0-12-416975-3.00004-2
}}&lt;/ref&gt;  

Nevertheless, Lassa virus frequently infects people in [[w:West_Africa|West Africa]] '''(Figure 2)''' with approximately 80% being asymptomatic.&lt;ref name=&quot;:0&quot; /&gt; Studies show up to 300,000 – 500,000 cases and about 5,000 deaths annually. Lassa fever is endemic in some parts of West Africa, which include [[w:Sierra_Leone|Sierra Leone]], [[w:Liberia|Liberia]], [[w:Ghana|Ghana]], [[w:Guinea|Guinea]] and Nigeria.&lt;ref name=&quot;:0&quot;&gt;{{Cite journal
|last=Behrens
|first=Ron
|last2=Houlihan
|first2=Catherine
|date=2017-07-12
|title=Lassa fever
|url=https://www.bmj.com/content/358/bmj.j2986
|journal=BMJ
|language=en
|volume=358
|pages=j2986
|doi=10.1136/bmj.j2986
|issn=1756-1833
|pmid=28701331
}}&lt;/ref&gt;  

There have been reports of Lassa fever in neighboring countries; In 2016, two cases were reported in [[w:Togo|Togo]],&lt;ref&gt;{{Cite web
|url=http://www.who.int/csr/don/23-march-2016-lassa-fever-togo/en/
|title=Lassa Fever – Togo
|website=WHO
|access-date=2019-01-11
}}&lt;/ref&gt; and 6 confirmed cases in [[w:Benin|Benin]].&lt;ref&gt;{{Cite web
|url=http://www.who.int/csr/don/19-february-2016-lassa-fever-benin/en/
|title=Lassa Fever – Benin
|website=WHO
|access-date=2019-01-11
}}&lt;/ref&gt; In the [[w:US|US]] on 25 May 2015, there was a confirmed case in a US returnee from Liberia.&lt;ref&gt;{{Cite web
|url=https://www.who.int/csr/don/28-may-2015-lassa-fever-usa/en/
|title=Lassa Fever – United States of America
|website=WHO
|access-date=2019-01-11
}}&lt;/ref&gt; There have also been reports of imported cases of Lassa fever in European countries including [[w:Sweden|Sweden]],&lt;ref&gt;{{Cite web
|url=http://www.who.int/csr/don/8-april-2016-lassa-fever-sweden/en/
|title=Lassa fever – Sweden
|website=WHO
|access-date=2019-01-11
}}&lt;/ref&gt; [[w:Germany|Germany]],&lt;ref&gt;{{Cite web
|url=http://www.who.int/csr/don/27-april-2016-lassa-fever-germany/en/
|title=Lassa Fever – Germany
|website=WHO
|access-date=2019-01-11
}}&lt;/ref&gt; [[w:Netherlands|The Netherlands]]&lt;ref&gt;{{Cite web
|url=https://www.who.int/csr/don/2000_07_26/en/
|title=2000 - Imported case of Lassa fever in The Netherlands - Update
|website=WHO
|access-date=2019-01-11
}}&lt;/ref&gt; and the [[w:United_Kingdom_of_Great_Britain_and_Ireland|United Kingdom]].&lt;ref&gt;{{Cite web
|url=https://www.who.int/csr/don/2003_02_10a/en/
|title=Imported case of Lassa fever in United Kingdom
|website=WHO
|access-date=2019-01-11
}}&lt;/ref&gt;

===Outbreak in Nigeria===
In [[w:Nigerians|Nigeria]], from 1 January to 20 May 2018, 1940 suspected cases have been reported from 21 states.&lt;ref name=&quot;:3&quot; /&gt; Of these, 431 were confirmed positive, 10 are probable, 1495 negative.&lt;ref name=&quot;:3&quot;&gt;{{Cite web
|url=https://www.ncdc.gov.ng/diseases/sitreps/?cat=5&amp;name=An%20update%20of%20Lassa%20fever%20outbreak%20in%20Nigeria
|title=Nigeria Centre for Disease Control
|website=www.ncdc.gov.ng
|access-date=2019-04-09
}}&lt;/ref&gt;&lt;ref name=&quot;:4&quot; /&gt; A total of 6489 contacts have been identified in 20 states since January 2019 to March 2019, a total of 2034 suspected cases have been reported from 21 states.&lt;ref name=&quot;:3&quot; /&gt; Of these, 526 were confirmed positive, 15 were probable and 1693 negative (not a case).&lt;ref name=&quot;:3&quot; /&gt; Out of these, 17 health care workers have been affected in six states, with four deaths (case fatality rate= 29%).&lt;ref name=&quot;:3&quot; /&gt;

== Presentation ==
Lassa fever has an incubation period of 6 – 21 days.&lt;ref name=&quot;:4&quot; /&gt; The onset of lassa fever is usually asymptomatic and when symptomatic it is usually subtle, starting with fever and malaise. When it progresses, it presents with sore throat, headache, achy muscle, nausea, vomiting, chest pain, diarrhea, cough, and abdominal pain.&lt;ref name=&quot;:4&quot; /&gt;&lt;ref&gt;{{Cite web
|url=https://bestpractice.bmj.com/topics/en-gb/1609
|title=Lassa fever - Symptoms, diagnosis and treatment
|last=
|first=
|date=
|website=bestpractice.bmj.com
|publisher=BMJ
|archive-url=
|archive-date=
|access-date=2019-06-22
}}&lt;/ref&gt; In critical cases systemic involvement occurs with the following:
*Respiratory: [[w:Pleural_effusion|pleural effusion]], [[w:Epistasis|epistaxis]], [[w:Crackles|rales]], [[w:Rhonchi|rhonchi]], [[w:Stridor|stridor]], [[wikipedia:Cough|cough,]] [[w:Wheeze|wheezing]], [[w:Pharyngitis|pharyngitis]], and [[w:Shortness_of_breath|dyspnoea]]&lt;ref name=&quot;:13&quot; /&gt;&lt;ref name=&quot;:20&quot; /&gt;
*Gastrointestinal: [[w:Hematemesis|hematemesis]], [[w:Melena|melena]], [[w:Bleeding_on_probing|gingival bleeding,]] [[w:Dysphagia|dysphagia]], [[w:Hepatitis|hepatitis]], and hepatic tenderness&lt;ref name=&quot;:13&quot; /&gt;&lt;ref name=&quot;:20&quot; /&gt;
*Renal: [[w:Hematuria|hematuria]], [[w:Dysuria|dysuria]]&lt;ref name=&quot;:13&quot; /&gt;
*Cardiovascular: [[w:Pericarditis|pericarditis]], [[w:Hypotension|hypotension,]] and [[w:Tachycardia|tachycardia]]&lt;ref name=&quot;:13&quot; /&gt;&lt;ref name=&quot;:20&quot; /&gt;
*Nervous: [[w:Encephalitis|encephalitis]], [[w:Sensorium#Clouded_sensorium|cloudy sensorium]], seizures, disorientation, coma, unilateral or bilateral hearing deficit&lt;ref name=&quot;:13&quot; /&gt;&lt;ref name=&quot;:20&quot; /&gt;
*Vascular: [[w:Petechia|petechial]] and [[w:Ecchymosis|ecchymotic]] cuteneous lesions, facial and cervical [[w:Edema|edema]]&lt;ref name=&quot;:13&quot; /&gt;&lt;ref name=&quot;:20&quot; /&gt;

Temporary hair loss and [[w:Gait_abnormality|gait interference]] may occur during recovery.&lt;ref name=&quot;:4&quot; /&gt;&lt;ref&gt;{{Cite journal
|last=Behrens
|first=Ron
|last2=Houlihan
|first2=Catherine
|date=2017-07-12
|title=Lassa fever
|url=https://www.bmj.com/content/358/bmj.j2986
|journal=BMJ
|language=en
|volume=358
|pages=j2986
|doi=10.1136/bmj.j2986
|issn=0959-8138
|pmid=28701331
}}&lt;/ref&gt; 

Lassa fever is usually fatal within 14 days of inception.&lt;ref name=&quot;:4&quot; /&gt;&lt;ref name=&quot;:19&quot;&gt;{{Cite journal
|last=Greenky
|first=David
|last2=Knust
|first2=Barbara
|last3=Dziuban
|first3=Eric J.
|date=2018-05-01
|title=What Pediatricians Should Know About Lassa Virus
|url=https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5970952/
|journal=JAMA pediatrics
|volume=172
|issue=5
|pages=407–408
|doi=10.1001/jamapediatrics.2017.5223
|issn=2168-6203
|pmc=PMC5970952
|pmid=29507948
}}&lt;/ref&gt;

== Causes and transmission==
Lassa virus is [[w:Zoonosis|zoonotic]],&lt;ref name=&quot;:4&quot; /&gt;&lt;ref name=&quot;:5&quot;&gt;{{Cite journal
|last=Kafetzopoulou
|first=L. E.
|last2=Pullan
|first2=S. T.
|last3=Lemey
|first3=P.
|last4=Suchard
|first4=M. A.
|last5=Ehichioya
|first5=D. U.
|last6=Pahlmann
|first6=M.
|last7=Thielebein
|first7=A.
|last8=Hinzmann
|first8=J.
|last9=Oestereich
|first9=L.
|date=2019-01-04
|title=Metagenomic sequencing at the epicenter of the Nigeria 2018 Lassa fever outbreak
|url=http://www.sciencemag.org/lookup/doi/10.1126/science.aau9343
|journal=Science
|language=en
|volume=363
|issue=6422
|pages=74–77
|doi=10.1126/science.aau9343
|issn=0036-8075
}}&lt;/ref&gt; as it spreads specifically from Natal multimammate mice (''Mastomys natalensis'').&lt;ref name=&quot;:4&quot; /&gt;&lt;ref name=&quot;:5&quot; /&gt; The mice are the most abundant rodents in [[w:Equatorial_Africa|equatorial Africa]], omnipresent in households and consumed as food in some areas.&lt;ref&gt;{{Cite journal
|last=Hussainia
|first=Nafiu
|last2=Abdulhamid
|first2=Abdurrahman
|date=2018-01-01
|title=Effects of quarantine on transmission dynamics of Lassa fever
|url=https://www.ajol.info/index.php/bajopas/article/view/183493
|journal=Bayero Journal of Pure and Applied Sciences
|volume=11
|issue=1
|pages=397–407|doi=10.4314/bajopas.v11i1.64S
|issn=2006-6996
}}&lt;/ref&gt; Infection occurs by exposure to rat excreta directly or indirectly via contaminated foodstuffs.&lt;ref name=&quot;:5&quot; /&gt; Infection can also occur by inhalation of tiny particles (aerosols) of infectious materials, but airborne transmission is unlikely as there is no evidence to support that.&lt;ref name=&quot;:4&quot; /&gt; It is possible to acquire infection through broken skin or mucous membranes that is directly exposed to infectious materials, and through rat bites.&lt;ref name=&quot;:4&quot; /&gt;&lt;ref name=&quot;:5&quot; /&gt; In addition, the virus can also be contracted via contaminated hospital equipment, such as re–used needles and improper sterilization.&lt;ref name=&quot;:4&quot; /&gt; The presence of Lassa virus in the semen indicates high risk of sexual transmission but viral load is not enough to cause infection.&lt;ref&gt;{{Cite journal
|last=Oshin
|first=Babafemi A.
|date=2019-04-27
|title=Rat eating, sexual transmission and the burden of Lassa fever disease
|url=https://www.bmj.com/rapid-response/2011/10/30/rat-eating-sexual-transmission-and-burden-lassa-fever-disease
|language=en
}}&lt;/ref&gt;

== Diagnosis ==
Clinical diagnosis of Lassa fever is usually difficult, this is as a result of its vague symptoms.&lt;ref name=&quot;:4&quot; /&gt; Lassa fever is hard to differentiate from other febrile diseases such as [[w:Malaria|malaria]], [[w:Typhoid_fever|typhoid]], [[w:Influenza|influenza]], relapsing fever, [[w:Leptospirosis|leptospirosis]] and other [[w:Viral_hemorrhagic_fever|hemorrhagic fevers]] e.g. [[w:Yellow_fever|yellow fever]], [[w:Dengue_fever|dengue]], [[W:Marburg virus disease|Marburg]] and [[w:Ebola_virus_disease|Ebola]].&lt;ref name=&quot;:4&quot; /&gt;&lt;ref&gt;{{Cite web
|url=https://www.who.int/news-room/fact-sheets/detail/lassa-fever
|title=Lassa fever
|website=www.who.int
|language=en
|access-date=2019-06-20
}}&lt;/ref&gt;

The following laboratory tests can be conducted:&lt;ref name=&quot;:4&quot; /&gt;

* [[w:ELISA|Enzyme-linked immunosorbent assays]] (ELISAs) can be used to detect specific immunoglobulin G (IgG) or viral antigens in acute serum samples from persons with Lassa fever (it can be detected even in acute phase).&lt;ref&gt;{{Cite book
|url=http://worldcat.org/oclc/679252357
|title=Diagnosis and Clinical Virology of Lassa Fever as Evaluated by Enzyme-Linked Immunosorbent Assay, Indirect Fluorescent-Antibody Test, and Virus Isolation
|author=Bausch, D. G. 
|author2=Rollin, P. E.
|author3=Demby, A. H.
|author4=Coulibaly, M.
|author5=Kanu, J.
|author6=Conteh, A. S. 
|author7=Wagoner, K. D. 
|author8=McMullan, L. K. 
|author9=Bowen, M. D. 
|author10=Peters, C. J. 
|author11=Ksiazek, T. G.
|publisher=American Society for Microbiology
|oclc=679252357
}}&lt;/ref&gt;
* [[w:reverse_transcription_polymerase_chain_reaction|Reverse transcription polymerase chain reaction]] (RT–PCR) assay can be used in early stage to detect the virus using inactivated virus. it is very helpful in areas where [[wikipedia:Biosafety_level|Biosafety Level 4]] (BSL4) laboratories cannot be found especially in west Africa.&lt;ref&gt;{{Cite journal
|last=Koehler
|first=Jeffrey
|last2=Raabe
|first2=Vanessa
|date=2017-06-01
|title=Laboratory Diagnosis of Lassa Fever
|url=https://jcm.asm.org/content/55/6/1629
|journal=Journal of Clinical Microbiology
|language=en
|volume=55
|issue=6
|pages=1629–1637
|doi=10.1128/JCM.00170-17
|issn=0095-1137
|pmid=28404674
}}&lt;/ref&gt;
* [[w:Viral_culture|Virus cultivation]] and identification technique (virus isolation by cell culture). However, this requires 3 – 10 days or longer for definitive identification.&lt;ref&gt;{{Cite journal
|last=Raabe
|first=Vanessa
|last2=Koehler
|first2=Jeffrey
|date=2017-6
|editor-last=Kraft
|editor-first=Colleen Suzanne
|title=Laboratory Diagnosis of Lassa Fever
|url=http://jcm.asm.org/lookup/doi/10.1128/JCM.00170-17
|journal=Journal of Clinical Microbiology
|language=en
|volume=55
|issue=6
|pages=1629–1637
|doi=10.1128/JCM.00170-17
|issn=0095-1137
|pmc=PMC5442519
|pmid=28404674
}}&lt;/ref&gt;&lt;ref&gt;{{Cite journal
|last=Panning
|first=Marcus
|last2=Emmerich
|first2=Petra
|last3=Ölschläger
|first3=Stephan
|last4=Bojenko
|first4=Sergiusz
|last5=Koivogui
|first5=Lamine
|last6=Marx
|first6=Arthur
|last7=Lugala
|first7=Peter Clement
|last8=Günther
|first8=Stephan
|last9=Bausch
|first9=Daniel G.
|date=2010-6
|title=Laboratory Diagnosis of Lassa Fever, Liberia
|url=http://wwwnc.cdc.gov/eid/article/16/6/10-0040_article.htm
|journal=Emerging Infectious Diseases
|volume=16
|issue=6
|pages=1041–1043
|doi=10.3201/eid1606.100040
|issn=1080-6040
|pmc=PMC3086251
|pmid=20507774
}}&lt;/ref&gt;
* [[w:Blood_culture|Blood cultures]] to differentiate from other pathogens (e.g. [[wikipedia:Salmonella_enterica|typhoid]])&lt;ref&gt;{{Cite journal
|last=Kumar
|first=Praveen
|last2=Kumar
|first2=Ruchika
|date=2017-3
|title=Enteric Fever
|url=http://link.springer.com/10.1007/s12098-016-2246-4
|journal=The Indian Journal of Pediatrics
|language=en
|volume=84
|issue=3
|pages=227–230
|doi=10.1007/s12098-016-2246-4
|issn=0019-5456
}}&lt;/ref&gt; and blood smear to differentiate from malaria parasite&lt;ref&gt;{{Cite journal
|last=Kattenberg
|first=Johanna H
|last2=Ochodo
|first2=Eleanor A
|last3=Boer
|first3=Kimberly R
|last4=Schallig
|first4=Henk DFH
|last5=Mens
|first5=Petra F
|last6=Leeflang
|first6=Mariska MG
|date=2011-12
|title=Systematic review and meta-analysis: rapid diagnostic tests versus placental histology, microscopy and PCR for malaria in pregnant women
|url=https://malariajournal.biomedcentral.com/articles/10.1186/1475-2875-10-321
|journal=Malaria Journal
|language=en
|volume=10
|issue=1
|doi=10.1186/1475-2875-10-321
|issn=1475-2875
}}&lt;/ref&gt; as the virus can present concomitantly with other diseases.&lt;ref name=&quot;:19&quot; /&gt;
* General biochemical tests such as [[w:Complete_blood_count|full blood count]], [[w:Erythrocyte_sedimentation_rate|erythrocyte sedimentation rate]]; [[w:Hematocrit|hematocrit]] volume (to exclude anemia); white blood cell count (to exclude lymphopenia); [[w:Platelet|platelet]] count (to exclude thrombocytopenia), [[w:Coagulation_testing|coagulation studies]] (to exclude [[w:Coagulopathy|coagulopathies]]) and liver and kidney function tests (serum liver enzymes have been found to be positive clinical markers).&lt;ref&gt;{{Cite journal
|last=Salvato
|first=Maria S.
|last2=Lukashevich
|first2=Igor S.
|last3=Medina-Moreno
|first3=Sandra
|last4=Zapata
|first4=Juan Carlos
|date=2018
|title=Diagnostics for Lassa Fever: Detecting Host Antibody Responses
|url=https://www.ncbi.nlm.nih.gov/pubmed/28986826
|journal=Methods in Molecular Biology (Clifton, N.J.)
|volume=1604
|pages=79–88
|doi=10.1007/978-1-4939-6981-4_5
|issn=1940-6029
|pmid=28986826
}}&lt;/ref&gt;

The WHO guidelines for the collection, storage, and handling of Ebola virus specimens testing can be adhered to when testing for Lassa virus.&lt;ref name=&quot;:11&quot;&gt;{{Cite journal
|last=Raabe
|first=Vanessa
|last2=Koehler
|first2=Jeffrey
|date=06 2017
|title=Laboratory Diagnosis of Lassa Fever
|url=https://www.ncbi.nlm.nih.gov/pubmed/28404674
|journal=Journal of Clinical Microbiology
|volume=55
|issue=6
|pages=1629–1637
|doi=10.1128/JCM.00170-17
|issn=1098-660X
|pmc=5442519
|pmid=28404674
}}&lt;/ref&gt; Thorough adherence to [[w:Biosafety level|biosafety level]] 4 (BSL-4) precautions is pertinent when handling suspected specimens.&lt;ref name=&quot;:11&quot; /&gt; However, BSL-4 laboratories are limited worldwide, when not available, samples should be handled in biosafety level 2 or 3 cabinets or preferably they should be inactivated so as to be handled under BSL-2 precautions.&lt;ref name=&quot;:11&quot; /&gt;&lt;ref&gt;{{Cite journal
|last=Asogun
|first=Danny A.
|last2=Adomeh
|first2=Donatus I.
|last3=Ehimuan
|first3=Jacqueline
|last4=Odia
|first4=Ikponmwonsa
|last5=Hass
|first5=Meike
|last6=Gabriel
|first6=Martin
|last7=Ölschläger
|first7=Stephan
|last8=Becker-Ziaja
|first8=Beate
|last9=Folarin
|first9=Onikepe
|date=2012-09-27
|title=Molecular Diagnostics for Lassa Fever at Irrua Specialist Teaching Hospital, Nigeria: Lessons Learnt from Two Years of Laboratory Operation
|url=https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3459880/
|journal=PLoS Neglected Tropical Diseases
|volume=6
|issue=9
|doi=10.1371/journal.pntd.0001839
|issn=1935-2727
|pmc=3459880
|pmid=23029594
}}&lt;/ref&gt; In West Africa false-negative results were reported due to the probe or antibody pairs not adequately binding to the target, This could be due to the high diversity of nucleotide and amino acid of the Lassa virus isolates sequenced.&lt;ref name=&quot;:11&quot; /&gt; For instance, a widely used RT-PCR assay in West Africa&lt;ref name=&quot;:11&quot; /&gt; was modified when when primer-template mismatch was found to give false negatives results.&lt;ref name=&quot;:11&quot; /&gt;

Currently, two national laboratories in Nigeria are supporting the laboratory confirmation PCR tests.&lt;ref name=&quot;:15&quot; /&gt; All the samples are also tested for Ebola, dengue and yellow fever (which have so far tested negative).&lt;ref name=&quot;:15&quot;&gt;{{Cite journal
|last=Olalekan
|first=Adebimpe Wasiu
|date=2016-11-02
|title=Pre-epidemic preparedness and the control of Lassa fever in Southern Nigeria
|url=http://dx.doi.org/10.4314/rejhs.v4i3.7
|journal=Research Journal of Health Sciences
|volume=4
|issue=3
|pages=243
|doi=10.4314/rejhs.v4i3.7
|issn=2467-8252
}}&lt;/ref&gt;

==Treatment==
{{Main|w:Ribavirin}}Supportive (symptomatic) management includes bed rest; close observation and monitoring; serial laboratory tests; [[w:Analgesic|analgesics]] (e.g. Ibuprofen); tepid sponging and [[w:Antipyretic|antipyretic]] drugs (e.g. acetaminophen) to reduce fever; [[w:Antiemetic|antiemetic]] drugs (e.g. metoclopramide and promethazine); prompt fluid and electrolyte replacement; [[w:Diuretic|diuretics]] (e.g. furosemide) for fluid retention; oxygen therapy; blood and or platelet transfusion; and management of other complications.&lt;ref name=&quot;:16&quot;&gt;National Guidelines for Lassa fever case management (2018) | Nigeria Center for Disease Control | https://ncdc.gov.ng/themes/common/docs/protocols/92_1547068532.pdf&lt;/ref&gt;

In terms of specific management, early initiation of ribavirin is most effective treatment.&lt;ref&gt;{{Cite journal
|last=Raabe
|first=Vanessa N.
|last2=Kann
|first2=Gerrit
|last3=Ribner
|first3=Bruce S.
|last4=Morales
|first4=Andres
|last5=Varkey
|first5=Jay B.
|last6=Mehta
|first6=Aneesh K.
|last7=Lyon
|first7=G. Marshall
|last8=Vanairsdale
|first8=Sharon
|last9=Faber
|first9=Kelly
|date=2017-09-01
|title=Favipiravir and Ribavirin Treatment of Epidemiologically Linked Cases of Lassa Fever
|url=https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5682919/
|journal=Clinical infectious diseases : an official publication of the Infectious Diseases Society of America
|volume=65
|issue=5
|pages=855–859
|doi=10.1093/cid/cix406
|issn=1058-4838
|pmc=5682919
|pmid=29017278
}}&lt;/ref&gt; Intravenous interferon may also be given alongside ribavirin.&lt;ref name=&quot;:6&quot; /&gt;

=== Ribavirin ===
The generic drug [[wikipedia:Ribavirin|ribavirin]] is a synthetic broad–spectrum antiviral nucleoside (guanosine).&lt;ref name=&quot;:14&quot; /&gt; Its international brand names include Copegus, Ibavyr, Moderiba, Virazole, Virazide, Rebetol, Ribasphere, RibaTab and Riboflax, among many others.&lt;ref name=&quot;:14&quot;&gt;{{Cite web
|url=https://www.drugbank.ca/drugs/DB00811
|title=Ribavirin
|website=www.drugbank.ca
|access-date=2019-05-25
}}&lt;/ref&gt;

==== Medical use ====
Ribavirin is the primary drug of choice in treating Lassa fever infection.&lt;ref name=&quot;:14&quot;/&gt; It has also shown effectiveness in treating other viral infections like hepatitis B.&lt;ref name=&quot;:14&quot; /&gt;&lt;ref&gt;{{Cite journal
|date=2019-06-05
|title=Ribavirin
|url=https://en.wikipedia.org/w/index.php?title=Ribavirin&amp;oldid=900464074
|journal=Wikipedia
|language=en
}}&lt;/ref&gt;

==== Contraindications ====
Documented or known hypersensitivity, compromised renal function, or renal failure ([[w:Creatinine|creatinine]] clearance &lt;30 ml/min), pregnancy, [[w:Hemoglobinopathy|hemoglobinopathies]] (e.g. [[w:Thalassemia|thelassemia]] major, [[w:Sickle_cell_disease|sickle cell]] anemia with hemoglobin level less than 8 g/dl, etc.) are (relative) contraindications to ribavirin.&lt;ref name=&quot;:8&quot;&gt;{{Cite web
|url=https://www.rxlist.com/rebetol-side-effects-drug-center.htm
|title=Common Side Effects of Rebetol (Ribavirin) Drug Center
|website=RxList
|language=en
|access-date=2019-05-25
}}&lt;/ref&gt;

==== Adverse effects ====

*[[w:Hemolytic_anemia|Hemolytic anemia]] may occur within 1 – 2 weeks of initiating therapy. It is recommended that pack cell volume be obtained before treatment is initiated and re-obtained at week 2 and week 4 of therapy or as clinically indicated.&lt;ref name=&quot;:8&quot; /&gt;
* Fatal and non-fatal myocardial infarction can occur in persons with ribavirin-induced anemia. Cardiac assessment should be done before commencement of therapy. Individuals with known cardiac compromise will require [[w:Electrocardiography|electrocardiography]] monitored during therapy.&lt;ref name=&quot;:8&quot; /&gt;
* Hypersensitivity, e.g. [[w:Hives|uticaria]], [[w:Angioedema|angioedema]], [[w:Bronchoconstriction|bronchoconstriction]] and [[w:Anaphylaxis|anaphylaxis]]&lt;ref name=&quot;:8&quot; /&gt;
* Bone marrow suppression ([[w:Pancytopenia|pancytopenia]])&lt;ref name=&quot;:8&quot; /&gt;
* Unusual tiredness and weakness&lt;ref name=&quot;:8&quot; /&gt;
*[[w:Insomnia|Insomnia]], depression, irritability and suicidal behavior have been reported with oral administration&lt;ref name=&quot;:8&quot; /&gt;
* Ocular problems&lt;ref name=&quot;:8&quot; /&gt;
* Mild hepatic and renal impairment&lt;ref name=&quot;:8&quot; /&gt;

==== Drug interactions ====
Ribavirin inhibits the [[w:Phosphorylation|phosphorylation]] of zidovudine and ostavudin.&lt;ref name=&quot;:7&quot;&gt;{{Cite web
|url=https://www.rxlist.com/rebetol-drug.htm
|title=Rebetol (Ribavirin): Side Effects, Interactions, Warning, Dosage &amp; Uses
|website=RxList
|language=en
|access-date=2019-05-25
}}&lt;/ref&gt;

==== Pharmacodynamics ====
Although the mechanism of ribavirin remains unclear, ribavirin appears to be a non–specific antiviral agent with most of its efficacy due to incorporation of ribavirin into the viral genome.&lt;ref name=&quot;:6&quot; /&gt; When cells are exposed to ribavirin, there is reduction in intracellular guanosine triphosphate (a requirement for translation, [[w:Viral_replication#Transcription_/_mRNA_production|transcription]] and [[w:Viral_replication|replication]] in viruses).&lt;ref name=&quot;:6&quot; /&gt; Therefore ribavirin effectively inhibits viral replication and translation by inhibiting DNA and RNA synthesis.&lt;ref name=&quot;:6&quot;&gt;{{Cite book
|url=https://www.worldcat.org/oclc/58604581
|title=Antiviral agents, vaccines, and immunotherapies
|last=Tyring, Stephen Keith
|date=2005
|publisher=Marcel Dekker
|isbn=9780824754082
|location=New York
|oclc=58604581|doi=10.1201/b14238
}}&lt;/ref&gt;

==== Ribavirin in pregnancy ====
Ribavirin can cause birth defects and or death of exposed fetuses.&lt;ref name=&quot;:8&quot; /&gt; Studies done on animal species, reveals that it had considerable [[w:Teratology|teratogenic]] and or embryocidal effects.&lt;ref name=&quot;:8&quot; /&gt; These adverse effects occurred at even lower than recommended human dose of ribavirin.&lt;ref name=&quot;:8&quot; /&gt;

Ribavirin therapy should not be commenced in females until serum pregnancy test is negative.&lt;ref name=&quot;:7&quot; /&gt; Care should be taken to prevent pregnancy in females with male infected partners (as it can be secreted via sperm).&lt;ref name=&quot;:7&quot; /&gt; To prevent pregnancy the female partners should be instructed to use 2 contraceptive (condoms and any other non barrier method) for 6 months after their partners have been weaned off treatment.&lt;ref name=&quot;:7&quot; /&gt;&lt;ref&gt;{{Cite web
|url=https://reference.medscape.com/drug/rebetol-ribasphere-ribavirin-342625#6
|title=Rebetol, Ribasphere (ribavirin) dosing, indications, interactions, adverse effects, and more
|website=reference.medscape.com
|access-date=2019-05-25
}}&lt;/ref&gt;

'''Note:''' In pregnancy the goal is to save the mother’s life.&lt;ref name=&quot;:16&quot; /&gt; As ribavirin therapy cannot be started with pregnancy because of the risks it poses to the mother and fetus.&lt;ref name=&quot;:16&quot; /&gt; Conservative management can be explored in pregnant women infected with Lassa fever, but in some cases labor must be induced to save the mother’s life after which ribavirin therapy can begin immediately, especially in third trimesters.&lt;ref name=&quot;:16&quot; /&gt;

==Post Exposure Prophylaxis (PEP)==
Individuals who come in contact with infected persons or equipment (i.e. via broken skin, mucous membrane or needle stick injuries) approximately within 2 days of exposure, are given 800 mg of ribavirin daily or 400 mg twice daily for 10 days.&lt;ref name=&quot;:17&quot; /&gt; This was the proposal of Vito ''et al.'' in 2010, following their experimental research in [[w:Sierra_Leone|Sierra Leone's]] Lassa ward on only 25 people who were exposed to the virus, all being negative after the prophylaxis.&lt;ref name=&quot;:17&quot; /&gt; But there is no substantial evidence to support the effectiveness of immediate initiation of PEP.&lt;ref name=&quot;:17&quot;&gt;{{Cite web
|url=https://wwwnc.cdc.gov/eid/article/16/12/pdfs/10-0994.pdf
|title=Ribavirin for Lassa Fever Postexposure Prophylaxis
|last=
|first=
|date=
|website=wwwnc.cdc.gov
|archive-url=
|archive-date=
|access-date=2017-04-16
}}&lt;/ref&gt;

However the [[w:Centers_for_Disease_Control_and_Prevention|CDC]] recommends placing high-risk exposed individuals under medical surveillance for 21 days and treating presumptively with ribavirin if clinical evidence of viral hemorrhagic fever develops.&lt;ref&gt;{{Cite journal
|last=Hadi
|first=Christiane M.
|last2=Goba
|first2=Augustine
|last3=Khan
|first3=Sheik Humarr
|last4=Bangura
|first4=James
|last5=Sankoh
|first5=Mbalu
|last6=Koroma
|first6=Saffa
|last7=Juana
|first7=Baindu
|last8=Bah
|first8=Alpha
|last9=Coulibaly
|first9=Mamadou
|date=2010-12
|title=Ribavirin for Lassa Fever Postexposure Prophylaxis
|url=http://wwwnc.cdc.gov/eid/article/16/12/10-0994_article.htm
|journal=Emerging Infectious Diseases
|volume=16
|issue=12
|pages=2009–2011
|doi=10.3201/eid1612.100994
|issn=1080-6040
}}&lt;/ref&gt;

==Prognosis==
[[w:Mortality_rate|Mortality rate]] during epidemics can be as high as 50%, &lt;ref name=&quot;:4&quot; /&gt;About 15 – 20% of those hospitalized with Lassa fever die from the illness.&lt;ref&gt;{{Cite web
|url=https://bestpractice.bmj.com/topics/en-gb/1609/prognosis
|title=Lassa fever - prognosis
|last=
|first=
|date=
|website=bestpractice.bmj.com
|publisher=BMJ
|archive-url=
|archive-date=
|access-date=2019-06-27
}}&lt;/ref&gt; The mortality rate of pregnant women infected with Lassa fever is 80%, 87% at second and third trimester respectively and 95% experience fetal deaths. 

The occurrence of deafness is 25% in persons cured from the disease. half of these persons regain hearing partially after 1 – 3 months.&lt;ref name=&quot;:4&quot; /&gt;

==Prevention and control==
{{main|w:Prevention of viral hemorrhagic fever}}
Initiating good “community hygiene” which will prevent rodents from entering homes.&lt;ref name=&quot;:4&quot; /&gt; Other steps include storing foodstuffs in rodent–proof containers, good sewage and garbage disposal and keeping rat-predator such as cats.&lt;ref name=&quot;:4&quot; /&gt; Rodents are abundant in endemic regions and very hard to completely eliminate, so it is advised that contact should be prevented as much as possible.&lt;ref name=&quot;:4&quot; /&gt; While caring for sick persons, caregivers should prevent contact with all bodily fluid. The government and stakeholder should also ensure safe burial process are sustained.&lt;ref name=&quot;:4&quot;&gt;{{Cite web
|url=https://www.who.int/news-room/fact-sheets/detail/lassa-fever
|title=Lassa fever
|website=www.who.int
|language=en
|access-date=2019-05-25
}}&lt;/ref&gt;

Clinical staffs managing persons infected or suspected to have the disease should maintain standard infection prevention and control protocols when attending to these individuals, despite their postulated diagnosis.&lt;ref&gt;{{Cite web
|url=http://www.sterlinghealthmcs.com/index.php/blog0/item/894-lassa-fever
|title=Lassa Fever
|last=
|first=
|date=
|website=www.sterlinghealthmcs.com
|archive-url=
|archive-date=
|access-date=2019-05-25
}}&lt;/ref&gt;&lt;ref name=&quot;:20&quot;&gt;{{Cite journal
|last=Ogbu
|first=O.
|last2=Ajuluchukwu
|first2=E.
|last3=Uneke
|first3=C. J.
|date=2007-3
|title=Lassa fever in West African sub-region: an overview
|url=https://www.ncbi.nlm.nih.gov/pubmed/17378212
|journal=Journal of Vector Borne Diseases
|volume=44
|issue=1
|pages=1–11
|issn=0972-9062
|pmid=17378212
}}&lt;/ref&gt; 

Proper isolation of suspected and confirmed cases of Lassa fever, good quarantine protocols, health education and rigorous contact tracing should be employed by the government and health care agencies.&lt;ref name=&quot;:18&quot; /&gt; Drugs, equipment and appropriate expertise should also be readily available to control the spread in time.&lt;ref name=&quot;:18&quot;&gt;{{Cite book
|url=https://www.worldcat.org/oclc/262885308
|title=The Lassa ward : one man's fight against one of the world's deadliest diseases
|last=I.
|first=Donaldson, Ross
|date=2009
|publisher=St. Martin's Press
|isbn=0312377002
|edition=1st
|location=New York
|oclc=262885308
}}&lt;/ref&gt;

==Additional information==
=== Competing interests ===
No competing interest.

== References ==
&lt;br /&gt;

&lt;references responsive=&quot;&quot; /&gt;</text>
      <sha1>mjdsdaphmqmvpi11o2q0xk5thls8yia</sha1>
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  </page>
  <page>
    <title>WikiJournal of Medicine/Dyslexia</title>
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        <username>Bobamnertiopsis</username>
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      <comment>tidying refs, adding dois...more to do</comment>
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      <text bytes="88813" xml:space="preserve">{{Article info
|journal         = WikiJournal of Medicine
|last1           = Anis
|first1          = Ozzie
|orcid1          = 0000-0002-4061-2429
|et_al           = true
|correspondence1 = by [[w:Special:EmailUser/Ozzie10aaaa|online form]]
|submitted       = 30 October 2018
|accepted        = 15 October 2019
|doi             = 10.15347/wjm/2019.005
|keywords        = Dyslexia,speech, learning
|w1              = Dyslexia
|abstract        =

'''Dyslexia''' is a neurodevelopmental disorder characterized by difficulty learning to read and spell.{{efn|This article is about ''developmental dyslexia'', i.e., dyslexia that begins in early childhood,&lt;ref&gt;Oxford English Dictionary. 3rd ed. &quot;[https://oed.com/view/Entry/331223 dyslexia, ''n'']. Oxford, UK: Oxford University Press, 2012 (&quot;a learning disability specifically affecting the attainment of literacy, with difficulty esp. in word recognition, spelling, and the conversion of letters to sounds, occurring in a child with otherwise normal development, and now usually regarded as a neurodevelopmental disorder with a genetic component.&quot;)&lt;/ref&gt; as opposed to ''acquired dyslexia''. Acquired dyslexia occurs subsequent to neurological insult, such as traumatic brain injury or stroke. People with acquired dyslexia exhibit some of the signs or symptoms of developmental disorder, but acquired dyslexia is a substantially different condition, generally requiring different assessment strategies and different treatment approaches than developmental dyslexia.&lt;ref&gt;{{Cite journal
|last=Woollams
|first=Anna M.
|date=2014-01-19
|title=Connectionist neuropsychology: uncovering ultimate causes of acquired dyslexia
|url=https://royalsocietypublishing.org/doi/10.1098/rstb.2012.0398
|journal=Philosophical Transactions of the Royal Society B: Biological Sciences
|language=en
|volume=369
|issue=1634
|pages=20120398
|doi=10.1098/rstb.2012.0398
|issn=0962-8436
|pmc=PMC3866427
|pmid=24324241
}}&lt;/ref&gt;}}&lt;ref name=&quot;Rose&quot;&gt;Sir Jim Rose, [http://dera.ioe.ac.uk/14790/7/00659-2009DOM-EN_Redacted.pdf ''Identifying and Teaching Children and Young People with Dyslexia and Literacy Difficulties''] (An independent report from Sir Jim Rose to the Secretary of State for Children, Schools and Families, 2009).&lt;/ref&gt;&lt;ref&gt;Webster's Third New International Dictionary. &quot;[[mwod:dyslexia|dyslexia, noun]]&quot;. Springfield, MA: Merriam-Webster, 1961, rev. 2016 (&quot;a variable often familial learning disability involving difficulties in acquiring and processing language that is typically manifested by a lack of proficiency in reading, spelling, and writing&quot;).&lt;/ref&gt;&lt;ref&gt;Longe, Jacqueline L., ed. &quot;[https://medical-dictionary.thefreedictionary.com/dyslexia Dyslexia]&quot;. Gale Encyclopedia of Medicine. 3rd ed. Farmington Hills, MI: Gale Group, 2006. {{ISBN|9781414403687}} (&quot;Dyslexia is a learning disorder characterized by problems in processing words into meaningful information. This is most strongly reflected in difficulty in learning to read.&quot;)&lt;/ref&gt; Underlying deficits typically include impaired [[w:Phonological_awareness|phonological awareness]] (an awareness of the sound structure of words) and processing; difficulty with verbal working memory; and slow verbal processing speed.&lt;ref&gt;{{Cite journal
|last=Moll
|first=Kristina
|last2=Göbel
|first2=Silke M.
|last3=Gooch
|first3=Debbie
|last4=Landerl
|first4=Karin
|last5=Snowling
|first5=Margaret J.
|date=May 2016
|title=Cognitive Risk Factors for Specific Learning Disorder: Processing Speed, Temporal Processing, and Working Memory
|journal=Journal of Learning Disabilities
|volume=49
|issue=3
|pages=272–281
|doi=10.1177/0022219414547221
|pmid=25124507
|url=https://epub.ub.uni-muenchen.de/43639/1/Moll_Cognitive.pdf
}}&lt;/ref&gt; Observable problems include frequent spelling errors that same-age children do not exhibit; difficulty learning how to decode individual words, including &quot;sounding out&quot; words; and struggling to pronounce words correctly and fluently when reading aloud. Deficits in reading comprehension often occur as a secondary consequence.&lt;ref&gt;{{cite web
|title=Dyslexia - Symptoms
|url=https://www.nhs.uk/conditions/dyslexia/symptoms/
|website=nhs.uk
|accessdate=9 October 2019
|language=en
|date=15 August 2018
}}&lt;/ref&gt;

Dyslexia is a heterogeneous disorder, which means that not all people with dyslexia have the same signs, symptoms, underlying deficits, or functional impairment. Children and adults with dyslexia exhibit higher rates of [[w:comorbidity|comorbid]] conditions such as developmental language disorders; attention-deficit/hyperactivity disorder (ADHD);&lt;ref&gt;{{Cite journal
|last=Moura
|first=Octávio
|last2=Pereira
|first2=Marcelino
|last3=Alfaiate
|first3=Cláudia
|last4=Fernandes
|first4=Eva
|last5=Fernandes
|first5=Boavida
|last6=Nogueira
|first6=Susana
|last7=Moreno
|first7=Joana
|last8=Simões
|first8=Mário R.
|date=March 2017
|title=Neurocognitive functioning in children with developmental dyslexia and attention-deficit/hyperactivity disorder: Multiple deficits and diagnostic accuracy
|journal=Journal of Clinical and Experimental Neuropsychology
|volume=39
|issue=3
|pages=296–312
|doi=10.1080/13803395.2016.1225007
|pmid=27617883
|hdl=10316/47224
}}&lt;/ref&gt;&lt;ref&gt;{{cite journal|last1=Araujo|first1= Alexandra Prufer de Queiroz Campos|title= Attention deficit hyperactivity disorder and dyslexia: a history of overlap|journal=Arquivos de Neuro-Psiquiatria|volume= 70|issue= 2 |date=2012|pages= 83-84|doi=10.1590/S0004-282X2012000200001}}&lt;/ref&gt;&lt;ref&gt;{{Cite journal
|last=Sexton
|first=Chris C.
|last2=Gelhorn
|first2=Heather L.
|last3=Bell
|first3=Jill A.
|last4=Classi
|first4=Peter M.
|date=November 2012
|title=The Co-occurrence of Reading Disorder and ADHD: Epidemiology, Treatment, Psychosocial Impact, and Economic Burden
|journal=Journal of Learning Disabilities
|volume=45
|issue=6
|pages=538–564
|doi=10.1177/0022219411407772
|pmid=21757683
}}&lt;/ref&gt; and difficulties with motor coordination, mental calculation, concentration, and personal organization, but these are not, by themselves, markers of dyslexia. Dyslexia manifests on a continuum of severity—it is a dimensional disorder.&lt;ref&gt;{{Cite journal
|last=Fletcher
|first=Jack M.
|date=July 2009
|title=Dyslexia: The evolution of a scientific concept
|journal=Journal of the International Neuropsychological Society
|volume=15
|issue=4
|pages=501–508
|quote=... international epidemiological studies have shown that dyslexia is dimensional and exists as the lower end of a normal continuum of reading ability
|doi=10.1017/S1355617709090900
|pmc=3079378
|pmid=19573267
}}&lt;/ref&gt;&lt;ref&gt;{{Cite journal
|last=Snowling
|first=Margaret J.
|date=January 2013
|title=Early identification and interventions for dyslexia: a contemporary view
|journal=Journal of Research in Special Educational Needs
|volume=13
|issue=1
|pages=7–14
|doi=10.1111/j.1471-3802.2012.01262.x
|pmc=4538781
|pmid=26290655
|quote=In short, dyslexia is not a clear-cut diagnostic category. Rather, in keeping with other neurodevelopmental disorders that affect learning, it can be thought of as the behavioural outcome of a multiple risk factors, both genetic and environmental. It is also increasingly recognised that dyslexia co-occurs with other disorders; in particular, many children with dyslexia have language impairments, symptoms of inattention, attention deficit hyperactivity disorder, and problems of motor coordination. This nuanced view of dyslexia as a dimension that has continuities and comorbidities with other disorders has significant implications for contemporary theory and practice. (p. 4 of author's copy on PMC) (citations omitted)
}}&lt;/ref&gt; People with this disorder have a normal desire to learn.&lt;ref name=&quot;ninds1&quot;&gt;{{cite web
|url=http://www.ninds.nih.gov/disorders/dyslexia/dyslexia.htm
|title=NINDS Dyslexia Information Page
|last=
|first=
|date=11 September 2015
|website=National Institute of Neurological Disorders and Stroke
|publisher=National Institutes of Health
|access-date=
|accessdate=27 July 2016
|archiveurl=https://web.archive.org/web/20160727234247/http://www.ninds.nih.gov/disorders/dyslexia/dyslexia.htm
|archivedate=27 July 2016
|df=dmy-all
}}&lt;/ref&gt;&lt;ref&gt;{{cite journal |last1=Thompson |first1=Paul A. |last2=Hulme |first2=Charles |last3=Nash |first3=Hannah M. |last4=Gooch |first4=Debbie |last5=Hayiou‐Thomas |first5=Emma |last6=Snowling |first6=Margaret J. |title=Developmental dyslexia: predicting individual risk |journal=Journal of Child Psychology and Psychiatry |date=2015 |volume=56 |issue=9 |pages=976–987 |doi=10.1111/jcpp.12412}} (&quot;Dyslexia is a specific learning disorder which runs in families; the consensus view for many years has been that it is the behavioral outcome of an underlying phonological deficit.&quot;).&lt;/ref&gt;&lt;ref name=&quot;NIH2014Def&quot;&gt;{{cite web
|url=http://www.nichd.nih.gov/health/topics/reading/conditioninfo/pages/disorders.aspx
|title=What are reading disorders?
|publisher=National Institutes of Health
|accessdate=15 March 2015
|archiveurl=https://web.archive.org/web/20150402125917/http://www.nichd.nih.gov/health/topics/reading/conditioninfo/pages/disorders.aspx
|archivedate=2 April 2015
|df=dmy-all
}}&lt;/ref&gt;&lt;ref name=&quot;Lancet2012&quot;&gt;{{cite journal
|last1=Peterson
|first1=Robin L.
|last2=Pennington
|first2=Bruce F.
|title=Developmental dyslexia
|journal=Lancet
|volume=379
|issue=9830
|pages=1997–2007
|date=May 2012
|pmid=22513218
|pmc=3465717
|doi=10.1016/S0140-6736(12)60198-6
}}&lt;/ref&gt;

Dyslexia is believed to be caused by both [[w:genetics|genetic]] and environmental factors, and their [[w:Gene–environment interaction|interaction]].&lt;ref name=Lancet2012 /&gt; Dyslexia often runs in families.&lt;ref name=NIH2014Def/&gt; Dyslexia that develops subsequent to a [[w:traumatic brain injury|traumatic brain injury]], [[w:stroke|stroke]], or [[w:dementia|dementia]] is usually called ''acquired dyslexia''.&lt;ref name=ninds1/&gt; The underlying mechanisms of dyslexia are problems within the [[w:brain|brain]]'s language processing.&lt;ref name=NIH2014Def/&gt; Dyslexia is diagnosed through a series of tests of memory, spelling, and reading skills.&lt;ref name=NIH2015Diag&gt;{{cite web
|url=http://www.nichd.nih.gov/health/topics/reading/conditioninfo/pages/diagnosed.aspx
|title=How are reading disorders diagnosed?
|publisher=National Institutes of Health
|accessdate=15 March 2015
|archiveurl=https://web.archive.org/web/20150402093505/http://www.nichd.nih.gov/health/topics/reading/conditioninfo/pages/diagnosed.aspx
|archivedate=2 April 2015
|df=dmy-all
}}&lt;/ref&gt; Dyslexia is separate from reading difficulties caused by [[w:hearing problems|hearing]] or [[w:vision problem|vision problem]]s or by insufficient [[w:Reading education|teaching]] or opportunity to learn.&lt;ref name=Lancet2012/&gt;

Treatment involves adjusting teaching methods to meet the person's needs.&lt;ref name=ninds1/&gt; While not curing the underlying problem, it may decrease the degree or impact of symptoms.&lt;ref&gt;{{cite web
|url=http://www.nichd.nih.gov/health/topics/reading/conditioninfo/pages/treatment.aspx
|title=What are common treatments for reading disorders?
|publisher=National Institutes of Health
|accessdate=15 March 2015
|archiveurl=https://web.archive.org/web/20150402142536/http://www.nichd.nih.gov/health/topics/reading/conditioninfo/pages/treatment.aspx
|archivedate=2 April 2015
|df=dmy-all
}}&lt;/ref&gt; Treatments targeting vision are not effective.&lt;ref name=Handler2011&gt;{{cite journal
|last1=Handler
|first1=SM
|last2=Fierson
|first2=WM
|last3=Section on
|first3=Ophthalmology
|last4=Council on Children with
|first4=Disabilities
|last5=American Academy of
|first5=Ophthalmology
|last6=American Association for Pediatric Ophthalmology and
|first6=Strabismus
|last7=American Association of Certified
|first7=Orthoptists
|title=Learning disabilities, dyslexia, and vision.
|journal=Pediatrics
|date=March 2011
|volume=127
|issue=3
|pages=e818–56
|pmid=21357342
|doi=10.1542/peds.2010-3670
}}&lt;/ref&gt; Dyslexia is the most common [[w:learning disability|learning disability]] and occurs in all areas of the world.&lt;ref name=UmphredLazaro2013m&gt;{{cite book
|author1=Umphred, Darcy Ann
|author2=Lazaro, Rolando T.
|author3=Roller, Margaret
|author4=Burton, Gordon
|title=Neurological Rehabilitation
|url=https://books.google.com/books?id=lVJPAQAAQBAJ&amp;pg=PA383
|year=2013
|publisher=Elsevier Health Sciences
|isbn=978-0-323-26649-9
|page=383
|archiveurl=https://web.archive.org/web/20170109173020/https://books.google.com/books?id=lVJPAQAAQBAJ&amp;pg=PA383
|archivedate=9 January 2017
|df=dmy-all
}}&lt;/ref&gt; It affects 3–7% of the population,&lt;ref name=Lancet2012/&gt;&lt;ref name=Koo2013&gt;{{cite book
|last1=Kooij
|first1=J. J. Sandra
|title=Adult ADHD: Diagnostic assessment and treatment
|date=2013
|publisher=Springer
|location=London|doi=10.1007/978-1-4471-4138-9
|isbn=9781447141389
|page=83
|edition=3rd
|url=https://books.google.com/books?id=JM_awX-mSPoC&amp;pg=PA83
|archiveurl=https://web.archive.org/web/20160430012545/https://books.google.com/books?id=JM_awX-mSPoC&amp;pg=PA83
|archivedate=30 April 2016
|df=dmy-all
}}&lt;/ref&gt; however, up to 20% of the general population may have some degree of symptoms.&lt;ref&gt;{{cite web
|url=http://www.nichd.nih.gov/health/topics/reading/conditioninfo/pages/risk.aspx
|title=How many people are affected by/at risk for reading disorders?
|publisher=National Institutes of Health
|accessdate=15 March 2015
|archiveurl=https://web.archive.org/web/20150402101751/http://www.nichd.nih.gov/health/topics/reading/conditioninfo/pages/risk.aspx
|archivedate=2 April 2015
|df=dmy-all
}}&lt;/ref&gt;
}}
==History==
Dyslexia was clinically described by [[w:Oswald Berkhan|Oswald Berkhan]] in 1881,&lt;ref name=&quot;Oswald Berkhan ref 1&quot;&gt;{{Cite journal
|author=Berkhan O
|year=1917
|title=Über die Wortblindheit, ein Stammeln im Sprechen und Schreiben, ein Fehl im Lesen
|trans-title=About word blindness, adyslalia of speech and writing, a weakness in reading
|language=German
|journal=Neurologisches Centralblatt
|volume=36
|pages=914–27
|url=https://books.google.com/?id=DmEsAQAAIAAJ&amp;dq=editions%3AUCALB3248710&amp;q=Wortblindheit#search_anchor
}}&lt;/ref&gt; but the term ''dyslexia'' was coined in 1883 by [[w:Rudolf Berlin|Rudolf Berlin]], an [[w:ophthalmologist|ophthalmologist]] in [[w:Stuttgart|Stuttgart]].&lt;ref name=&quot;Berlin&quot;&gt;Berlin, Rudolf. [No title.] ''Medicinisches Correspondenzblatt des Württembergischen Ärztlichen Landesvereins'' [Correspondence Sheet of the Württemberg Medical Association] 53 (1883): 209.&lt;/ref&gt;&lt;ref name=&quot;Websters&quot;&gt;Webster's Third New International Dictionary. &quot;History and Etymology for dyslexia&quot;, s.v. &quot;[[mwod:dyslexia|dyslexia, noun]]&quot;. Springfield, MA: Merriam-Webster, 1961, rev. 2016.&lt;/ref&gt;&lt;ref&gt;{{Cite journal
|title=''Über Dyslexie''
|trans-title=About dyslexia
|year=1884
|journal=Archiv für Psychiatrie
|volume=15
|pages=276–278
}}&lt;/ref&gt; He used the term to refer to the case of a young boy who had severe difficulty learning to read and write, despite showing typical intelligence and physical abilities in all other respects.&lt;ref&gt;{{cite book
|title=Annual of the Universal Medical Sciences and Analytical Index: A Yearly Report of the Progress of the General Sanitary Sciences Throughout the World
|url=https://books.google.com/books?id=5_IhAQAAMAAJ&amp;pg=PA39
|year=1888
|publisher=F. A. Davis Company
|page=39
|archiveurl=https://web.archive.org/web/20170109200623/https://books.google.com/books?id=5_IhAQAAMAAJ&amp;pg=PA39
|archivedate=9 January 2017
|df=dmy-all
}}&lt;/ref&gt; In 1896, W. Pringle Morgan, a British physician from [[w:Seaford, East Sussex|Seaford, East Sussex]], published a description of a reading-specific learning disorder in a report to the ''[[w:British Medical Journal|British Medical Journal]]'' titled &quot;Congenital Word Blindness&quot;.&lt;ref&gt;{{cite book
|editor1-last=Brooks
|editor1-first=Patricia
|editor2-last=Vera
|editor2-first=Kempe
|title=Encyclopedia of language development
|first1=Franck |last1=Ramus|first2= Irene|last2= Altarelli
|chapter=Developmental Dyslexia
|date=2014
|publisher=SAGE
|page=130|doi=10.4135/9781483346441.n43
|url=https://books.google.com/?id=mvfSAwAAQBAJ&amp;pg=PR30
|isbn=9781483346434
}}&lt;/ref&gt; The distinction between phonological versus surface types of dyslexia is only descriptive, and without any etiological assumption as to the underlying brain mechanisms. However, studies have alluded to potential differences due to variation in performance.&lt;ref&gt;{{cite journal
|last1=Mishra
|first1=Srikanta K.
|title=Medial efferent mechanisms in children with auditory processing disorders.
|journal=Frontiers in Human Neuroscience
|date=October 2014
|pmid=25386132
|doi=10.3389/fnhum.2014.00860
|pmc=4209830
|volume=8
|pages=860
}}&lt;/ref&gt;

==Signs and symptoms==

In early childhood, symptoms that correlate with a later diagnosis of dyslexia include [[w:speech delay|delayed onset]] of speech and a lack of phonological awareness.&lt;ref name=Handler2011/&gt; A common myth closely associates dyslexia with mirror writing and reading letters or words backwards.&lt;ref name=&quot;LilienfeldLynn2011&quot;&gt;{{cite book
|url=https://books.google.com/books?id=8DlS0gfO_QUC&amp;pg=PT88
|title=50 Great Myths of Popular Psychology: Shattering Widespread Misconceptions about Human Behavior
|last2=Lynn
|first2=Steven Jay
|last3=Ruscio
|first3=John
|last4=Beyerstein
|first4=Barry L.
|date=15 September 2011
|publisher=John Wiley &amp; Sons
|isbn=978-1-4443-6074-5
|pages=88–89
|last1=Lilienfeld
|first1=Scott O.
|authorlink1=Scott Lilienfeld
|authorlink4=Barry Beyerstein
|accessdate=19 May 2016
|archiveurl=https://web.archive.org/web/20170109130327/https://books.google.com/books?id=8DlS0gfO_QUC&amp;pg=PT88
|archivedate=9 January 2017
|df=dmy-all
}}&lt;/ref&gt; These behaviors are seen in many children as they learn to read and write, and are not considered to be defining characteristics of dyslexia.&lt;ref name=Handler2011/&gt;

School-age children with dyslexia may exhibit [[w:medical sign|signs]] of difficulty in identifying or generating rhyming words, or counting the number of syllables in words–both of which depend on [[w:phonological awareness|phonological awareness]].&lt;ref name=DAss&gt;{{cite web
|title=Dyslexia and Related Disorders
|date=January 2003
|website=Alabama Dyslexia Association
|publisher=[[International Dyslexia Association]]
|accessdate=29 April 2015
|url=http://idaalabama.org/Facts/Dyslexia_and_Related.pdf
|archiveurl=https://web.archive.org/web/20160304124053/http://idaalabama.org/Facts/Dyslexia_and_Related.pdf
|archivedate=4 March 2016
|df=dmy-all
}}&lt;/ref&gt; They may also show difficulty in segmenting words into individual sounds or may blend sounds when producing words, indicating reduced [[w:phonemic awareness|phonemic awareness]].&lt;ref name=&quot;PeerReid2014&quot;&gt;{{cite book
|editor1-last=Peer
|editor1-first=Lindsay
|editor2-last=Reid
|editor2-first=Gavin
|first1=Stephanie
|last1=Miller
|first2=Marjorie
|last2=Bussman Gillis
|title=Multilingualism, Literacy and Dyslexia: A Challenge for Educators
|chapter=The Language Puzzle: Connecting the Study of Linguistics with a Multisensory Language Instructional Programme in Foreign Language Learning
|url=https://books.google.com/books?id=-aoABAAAQBAJ&amp;pg=PA219
|year=2014
|publisher=Routledge
|isbn=978-1-136-60899-5
|page=219
|archiveurl=https://web.archive.org/web/20170109204808/https://books.google.com/books?id=-aoABAAAQBAJ&amp;pg=PA219
|archivedate=9 January 2017
|df=dmy-all
}}&lt;/ref&gt; Difficulties with word retrieval or naming things is also associated with dyslexia.&lt;ref name=&quot;Shaywitz2013a&quot;&gt;{{cite book
|author1=Shaywitz, Sally E.
|author2=Shaywitz, Bennett A.
|chapter=Chapter 34 Making a Hidden Disability Visible: What Has Been Learned from Neurobiological Studies of Dyslexia
|editor1=Swanson, H. Lee
|editor2=Harris, Karen R.
|editor3=Graham, Steve
|title=Handbook of Learning Disabilities
|chapter-url=https://books.google.com/books?id=oakQfUuutVwC&amp;pg=PA647
|edition=2
|year=2013
|publisher=Guilford Press
|isbn=978-1-4625-0856-3
|archiveurl=https://web.archive.org/web/20170109143943/https://books.google.com/books?id=oakQfUuutVwC&amp;pg=PA647
|archivedate=9 January 2017
|df=dmy-all
}}&lt;/ref&gt;{{rp|647}} People with dyslexia are commonly poor spellers, a feature sometimes called dysorthographia or [[w:dysgraphia|dysgraphia]], which depends on [[w:Orthography|orthographic coding]].&lt;ref name=Handler2011/&gt;

Problems persist into adolescence and adulthood and may include difficulties with summarizing stories, memorization, reading aloud, or learning foreign languages. Adults with dyslexia can often read with good comprehension, though they tend to read more slowly than others without a learning difficulty and perform worse in [[w:spelling|spelling]] tests or when reading nonsense words–a measure of phonological awareness.&lt;ref&gt;{{cite journal
|last1=Jarrad
|first1=Lum
|title=Procedural learning is impaired in dyslexia: evidence from a meta-analysis of serial reaction time studies
|journal=Research of Developmental Disabilities
|date=October 2013
|pages=3460–76
|pmid=23920029
|pmc=3784964
|doi=10.1016/j.ridd.2013.07.017
|volume=34
|issue=10
}}&lt;/ref&gt;

===Associated conditions===
Dyslexia often co-occurs with other learning disorders, but the reasons for this comorbidity have not been clearly identified.&lt;ref&gt;{{Cite journal
|title=Dyslexia, dysgraphia, procedural learning and the cerebellum
|journal=Cortex
|volume=47
|issue=1
|pages=117–27
|date=September 2009
|pmid=19818437
|doi=10.1016/j.cortex.2009.08.016
|last1=Nicolson
|first1=R. I.
|last2=Fawcett
|first2=A. J.
}}&lt;/ref&gt; These associated disabilities include:
*[[w:Dysgraphia|Dysgraphia]]: A disorder involving difficulties with writing or typing, sometimes due to problems with [[w:eye–hand coordination|eye–hand coordination;]] it also can impede direction- or sequence-oriented processes, such as tying knots or carrying out repetitive tasks.&lt;ref name=ReynoldsFletcherJanzen2007&gt;{{cite book
|last1=Reynolds
|first1=Cecil R.
|last2=Fletcher-Janzen
|first2=Elaine
|title=Encyclopedia of Special Education
|date=2 January 2007
|publisher=John Wiley &amp; Sons
|isbn=978-0-471-67798-7
|page=[https://books.google.com/books?id=wdNpBchvdvQC&amp;pg=PA771 771]
}}&lt;/ref&gt; In dyslexia, dysgraphia is often multifactorial, due to impaired letter-writing [[w:Automaticity|automaticity]], organizational and elaborative difficulties, and impaired visual word forming, which makes it more difficult to retrieve the visual picture of words required for spelling.&lt;ref name=ReynoldsFletcherJanzen2007/&gt;
*[[w:Attention deficit hyperactivity disorder|Attention deficit hyperactivity disorder]] (ADHD): A disorder characterized by problems sustaining attention, hyperactivity, or acting impulsively.&lt;ref&gt;{{Cite web
|url=http://www.nimh.nih.gov/health/topics/attention-deficit-hyperactivity-disorder-adhd/index.shtml
|title=Attention Deficit Hyperactivity Disorder
|last=
|first=
|date=March 2016
|website=NIH: National Institute of Mental Health
|publisher=
|access-date=26 July 2016
|archiveurl=https://web.archive.org/web/20160723192735/http://www.nimh.nih.gov/health/topics/attention-deficit-hyperactivity-disorder-adhd/index.shtml
|archivedate=23 July 2016
|df=dmy-all
}}&lt;/ref&gt; Dyslexia and ADHD commonly occur together.&lt;ref name=&quot;Koo2013&quot; /&gt;&lt;ref name=&quot;ComerGould2010&quot;&gt;{{cite book
|url=https://books.google.com/books?id=ySIc1BcPJu8C&amp;pg=RA1-PA233
|title=Psychology Around Us
|date=2011
|publisher=RR Donnelley
|isbn=978-0-471-38519-6
|page=1
|author1=Comer, Ronald
|archiveurl=https://web.archive.org/web/20160604000711/https://books.google.com/books?id=ySIc1BcPJu8C&amp;pg=RA1-PA233
|archivedate=4 June 2016
|df=dmy-all
}}&lt;/ref&gt;&lt;ref&gt;{{Cite journal
|last2=Gagliano
|first2=A
|last3=Curatolo
|first3=P
|year=2010
|title=Comorbidity of ADHD and Dyslexia
|url=http://pdfserve.informaworld.com/260009__925867416.pdf
|journal=Developmental Neuropsychology
|volume=35
|issue=5
|pages=475–493
|doi=10.1080/87565641.2010.494748
|pmid=20721770
|last1=Germanò
|first1=E
}}&lt;/ref&gt; Approximately 15%&lt;ref name=&quot;Handler2011&quot; /&gt; or 12–24% of people with dyslexia have ADHD;&lt;ref name=&quot;FatemiSartorius2008&quot;&gt;{{cite book
|url=https://books.google.com/books?id=RJOy1vy2RKQC&amp;pg=PA308
|title=The Medical Basis of Psychiatry
|publisher=Springer Science &amp; Business Media
|year=2008
|isbn=978-1-59745-252-6
|edition=3
|page=308
|author1=Fatemi, S. Hossein
|author2=Sartorius, Norman
|author3=Clayton, Paula J.
|archiveurl=https://web.archive.org/web/20170109101234/https://books.google.com/books?id=RJOy1vy2RKQC&amp;pg=PA308
|archivedate=9 January 2017
|df=dmy-all
}}&lt;/ref&gt; and up to 35% of people with ADHD have dyslexia.&lt;ref name=&quot;Handler2011&quot; /&gt;
*[[w:Auditory processing disorder|Auditory processing disorder]]: A listening disorder that affects the ability to process auditory information.&lt;ref name=&quot;Capellini2007a&quot;&gt;{{cite book
|author=Capellini, Simone Aparecida
|title=Neuropsycholinguistic Perspectives on Dyslexia and Other Learning Disabilities
|url=https://books.google.com/books?id=uiEaMQVwyzYC&amp;pg=PA94
|year=2007
|publisher=Nova Publishers
|isbn=978-1-60021-537-7
|page=94
|archiveurl=https://web.archive.org/web/20170109113545/https://books.google.com/books?id=uiEaMQVwyzYC&amp;pg=PA94
|archivedate=9 January 2017
|df=dmy-all
}}&lt;/ref&gt;&lt;ref&gt;{{cite journal
|title=The diagnosis and management of auditory processing disorder
|journal=Lang Speech Hear Serv SCH
|volume=42
|issue=3
|pages=303–8
|date=July 2011
|pmid=21757566
|doi=10.1044/0161-1461(2011/10-0032)
|last1=Moore
|first1=D. R.
}}&lt;/ref&gt; This can lead to problems with [[w:auditory memory|auditory memory]] and auditory [[w:sequencing|sequencing]]. Many people with dyslexia have auditory processing problems, and may develop their own [[w:logographic cues|logographic cues]] to compensate for this type of deficit. Some research suggests that auditory processing skills could be the primary shortfall in dyslexia.&lt;ref name=Pammer2014&gt;{{cite journal
|last1=Pammer
|first1=Kristen
|title=Brain mechanisms and reading remediation: more questions than answers.
|journal=Scientifica
|date=January 2014
|pmid=24527259
|pmc=3913493
|doi=10.1155/2014/802741
|volume=2014
|pages=802741
}}&lt;/ref&gt;&lt;ref&gt;{{cite journal
|last1=Law
|first1=J
|title=relationship of phonological ability, speech perception, and auditory perception in adults with dyslexia
|journal=Frontiers in Human Neuroscience
|date=2014
|pmid=25071512
|pmc=4078926
|doi=10.3389/fnhum.2014.00482
|volume=8
|pages=482
}}&lt;/ref&gt;
*[[w:Developmental coordination disorder|Developmental coordination disorder]]: A neurological condition characterized by difficulty in carrying out routine tasks involving balance, fine-[[w:motor skills|motor control]], [[w:kinesthetic|kinesthetic]] coordination, difficulty in the use of speech sounds, problems with [[w:Working memory|short-term memory]], and organization.&lt;ref name=Pickering2012&gt;{{cite book
|author=Susan J. Pickering
|chapter=Chapter 2. Working Memory in Dyslexia
|editor1=Alloway, Tracy Packiam
|editor2=Gathercole, Susan E.
|title=Working Memory and Neurodevelopmental Disorders
|chapter-url=https://books.google.com/books?id=IoXidOBdNpMC&amp;pg=PA29
|year=2012
|publisher=Psychology Press
|isbn=978-1-135-42134-2
|archiveurl=https://web.archive.org/web/20170109194637/https://books.google.com/books?id=IoXidOBdNpMC&amp;pg=PA29
|archivedate=9 January 2017
|df=dmy-all
}}&lt;/ref&gt;

== Causes ==
{{fig
 |number      =  1
 |image       = Inferior parietal lobule - superior view animation.gif
 |caption     = Inferior parietal lobule - superior view animation
 |attribution = Anatomography, [[creativecommons:by-sa/2.1/jp/deed.en|CC BY-SA 2.1 JP]]
 |align       = right
 |size        = width (default = 250px)
 |pad         = padding (default = 10px 10px 15px 0px)
}}

Researchers have been trying to find the neurobiological basis of dyslexia since the condition was first identified in 1881.&lt;ref name=&quot;Oswald Berkhan ref 1&quot; /&gt;&lt;ref name=&quot;ReidFawcett2008x&quot;&gt;{{cite book |last1=Lyytinen |first1=Heikki |last2=Erskine |first2=Jane |last3=Ahonen |first3=Timo |last4=Aro |first4=Mikko |last5=Eklund |first5=Kenneth |last6=Guttorm |first6=Tomi |last7=Hintikka |first7=Sini |last8=Hamalainen |first8=Jarmo |last9=Ketonen |first9=Ritva |last10=Laakso |first10=Marja-Leena |last11=Leppanen |first11=Paavo H.T. |last12=Lyytinen |first12=Paula |last13=Poikkeus |first13=Anna-Maija |last14=Puolakanaho |first14=Anne |last15=Richardson |first15=Ulla |last16=Salmi |first16=Paula |last17=Tolvanen |first17=Asko |last18=Torppa |first18=Minna |last19=Viholainen |first19=Helena |chapter=Early Identification and Prevention of Dyslexia: Results from a Prospective Follow-up Study of Children at Familial Risk for Dyslexia |title=The SAGE Handbook of Dyslexia |date=2008  |doi=10.4135/9780857020987.n7|editor1-first=Gavin |editor1-last=Reid|editor2-first= Angela J.|editor2-last= Fawcett|editor3-first= Frank|editor3-last= Manis|editor4-first= Linda S.|editor4-last= Siegel
|publisher=SAGE Publications
|isbn=978-1-84860-037-9
|page=127
|archiveurl=https://web.archive.org/web/20170109200307/https://books.google.com/books?id=937rqz4Ryc8C&amp;pg=PA127
|archivedate=9 January 2017
|df=dmy-all
}}&lt;/ref&gt; For example, some have tried to associate the common problem among people with dyslexia of not being able to see letters clearly to abnormal development of their visual nerve cells.&lt;ref name=&quot;Stein2014&quot; &gt;{{cite journal
|first1=John
|last1=Stein
|year=2014
|title=Dyslexia: the Role of Vision and Visual Attention
|journal=Current Developmental Disorders Reports
|volume=1
|issue=4
|pages=267–80
|pmid=25346883
|pmc=4203994
|doi=10.1007/s40474-014-0030-6
}}&lt;/ref&gt;  

===Neuroanatomy===
Modern [[w:neuroimaging|neuroimaging]] techniques, such as [[w:functional magnetic resonance imaging|functional magnetic resonance imaging]] ([[w:fMRI|fMRI]]) and [[w:positron emission tomography|positron emission tomography]] (PET), have shown a correlation between both functional and structural differences in the brains of children with reading difficulties.&lt;ref name=&quot;Whitaker2010r&quot;&gt;{{cite book
|author=Whitaker, Harry A.
|title=Concise Encyclopedia of Brain and Language
|url=https://books.google.com/books?id=GNcDiRV2jJQC&amp;pg=PA180
|year=2010
|publisher=Elsevier
|isbn=978-0-08-096499-7
|page=180
|archiveurl=https://web.archive.org/web/20170109173223/https://books.google.com/books?id=GNcDiRV2jJQC&amp;pg=PA180
|archivedate=9 January 2017
|df=dmy-all
}}&lt;/ref&gt; Some people with dyslexia show less electrical activation in parts of the left hemisphere of the brain involved with reading, such as the [[w:inferior frontal gyrus|inferior frontal gyrus]], [[w:inferior parietal lobule|inferior parietal lobule]], and the middle and [[w:Brodmann area 20|ventral temporal cortex]].&lt;ref name=Pammer2014/&gt; Over the past decade, brain activation studies using PET to study language have produced a breakthrough in the understanding of the neural basis of language. Neural bases for the visual [[w:lexicon|lexicon]] and for auditory verbal [[w:short-term memory|short-term memory]] components have been proposed,&lt;ref&gt;{{cite journal
|last1=Price
|first1=cathy
|title=A Review and Synthesis of the first 20 years of Pet and fMRI studies of heard Speech, Spoken Language and Reading
|journal=NeuroImage
|date=16 August 2012
|volume=62
|issue=2
|pages=816–847
|doi=10.1016/j.neuroimage.2012.04.062
|pmid=22584224
}}&lt;/ref&gt; with some implication that the observed neural manifestation of developmental dyslexia is task-specific (i.e., functional rather than structural). fMRIs of people with dyslexia indicate an interactive role of the [[w:cerebellum|cerebellum]] and cerebral cortex as well as other brain structures in reading.&lt;ref&gt;{{cite journal
|last1=Sharifi
|first1=S
|title=Neuroimaging essentials in essential tremor: a systematic review.
|journal=NeuroImage: Clinical
|date=May 2014
|pages=217–231
|pmid=25068111
|pmc=4110352
|doi=10.1016/j.nicl.2014.05.003
|volume=5
}}&lt;/ref&gt;&lt;ref&gt;{{cite journal
|last1=Brandler
|first1=William
|title=The genetic relationship between handedness and neurodevelopmental disorders
|journal=Trends in Molecular Medicine
|date=February 2014
|pages=83–90
|pmid=24275328
|pmc=3969300
|doi=10.1016/j.molmed.2013.10.008
|volume=20
|issue=2
}}&lt;/ref&gt;

The cerebellar theory of dyslexia proposes that impairment of cerebellum-controlled muscle movement affects the formation of words by the tongue and facial muscles, resulting in the [[w:fluency|fluency]] problems that some people with dyslexia experience. The cerebellum is also involved in the [[w:Autonomic nervous system|automatization]] of some tasks, such as reading.&lt;ref&gt;{{cite book
|last1=Cain
|first1=Kate
|title=Reading development and difficulties
|date=2010
|publisher=TJ International
|page=134
|edition=1st
|url=https://books.google.com/?id=FT6RALjOr9QC&amp;pg=PA134&amp;dq=cerebellar+theory+of+dyslexia#v=onepage&amp;q=cerebellar%20theory%20of%20dyslexia&amp;f=false
|accessdate=21 March 2015
|isbn=9781405151559
}}&lt;/ref&gt; The fact that some children  with dyslexia have motor task and balance impairments could be consistent with a cerebellar role in their reading difficulties. However, the cerebellar theory has not been supported by controlled research studies.&lt;ref&gt;{{cite book
|last1=Levav
|first1=Itzhak
|title=Psychiatric and Behavioral Disorders in Israel: From Epidemiology to Mental health
|date=2009
|publisher=Green Publishing
|page=52
|url=https://books.google.com/?id=W2RzffMnpg8C&amp;pg=PA52&amp;dq=cerebellar+theory+of+dyslexia#v=onepage&amp;q=cerebellar%20theory%20of%20dyslexia&amp;f=false
|accessdate=21 March 2015
|isbn=9789652294685
}}&lt;/ref&gt;

===Genetics===
Research into potential genetic causes of dyslexia has its roots in post-[[w:autopsy|autopsy]] examination of the brains of people with dyslexia.&lt;ref name=&quot;Stein2014&quot; /&gt; Observed anatomical differences in the [[w:language center|language center]]s of such brains include microscopic [[w:cerebral cortex|cortical]] malformations known as [[wikt:ectopia|ectopias]], and more rarely, [[w:blood vessel|vascular]] micro-malformations, and  [[w:microgyrus|microgyrus]]—a smaller than usual size for the gyrus.&lt;ref name=&quot;Faust2012&quot;&gt;{{cite book
|editor1=Faust, Miriam
|title=The Handbook of the Neuropsychology of Language
|url=https://books.google.com/books?id=UEWVqdNFL4cC&amp;pg=PA941
|year=2012
|publisher=John Wiley &amp; Sons
|isbn=978-1-4443-3040-3|last1=Stein|first1=John|doi=10.1002/9781118432501.ch45|chapter=The Neurobiological Basis of Dyslexia: The Magnocellular Theory
|pages=941–43
|archiveurl=https://web.archive.org/web/20170109200538/https://books.google.com/books?id=UEWVqdNFL4cC&amp;pg=PA941
|archivedate=9 January 2017
|df=dmy-all
}}&lt;/ref&gt; The previously cited studies and others&lt;ref&gt;{{cite journal
|last1=Benitez
|first1=A
|title=Neurobiology and neurogenetics of dyslexia
|journal=Neurology (In Spanish)
|date=November 2010
|pmid=21093706
|doi=10.1016/j.nrl.2009.12.010
|volume=25
|issue=9
|pages=563–81
}}&lt;/ref&gt; suggest that abnormal cortical development, presumed to occur before or during the sixth month of [[w:fetal|fetal]] brain development, may have caused the abnormalities. Abnormal cell formations in people with dyslexia have also been reported in non-language cerebral and subcortical brain structures.&lt;ref&gt;{{cite journal
|last1=Kere
|first1=Julia
|title=The molecular genetics and neurobiology of developmental dyslexia as model of a complex phenotype
|journal=Biochemical and Biophysical Research Communications
|date=September 2014
|pages=236–43
|doi=10.1016/j.bbrc.2014.07.102
|pmid=25078623
|volume=452
|issue=2
}}&lt;/ref&gt; Several genes have been associated with dyslexia, including [[w:DCDC2|DCDC2]] and [[w:KIAA0319|KIAA0319]] on [[w:chromosome 6|chromosome 6]],&lt;ref name=&quot;Marshall2012v&quot;&gt;{{cite book
|editor=Marshall, Chloë R.|doi=10.4324/9780203100288-10|chapter=The genetics of developmental disorders|last1=Newbury|first1=Dianne
|title=Current Issues in Developmental Disorders
|url=https://books.google.com/books?id=jHqYP39rI40C&amp;pg=PA53
|year=2012
|publisher=Psychology Press
|isbn=978-1-136-23067-7
|pages=53–56
|archiveurl=https://web.archive.org/web/20170109103320/https://books.google.com/books?id=jHqYP39rI40C&amp;pg=PA53
|archivedate=9 January 2017
|df=dmy-all
}}&lt;/ref&gt; and [[w:DYX1C1|DYX1C1]] on [[w:chromosome 15|chromosome 15]].&lt;ref name=&quot;Rosen2013v&quot;&gt;{{cite book
|editor=Rosen, Glenn D.|last1=Galaburda|first1=Albert M.|chapter=Dyslexia: Advances in Cross-level Research
|title=The Dyslexic Brain: New Pathways in Neuroscience Discovery
|url=https://books.google.com/books?id=ZHBxBEekGSkC&amp;pg=PA342
|year=2013
|publisher=Psychology Press
|isbn=978-1-134-81550-0
|page=342
|archiveurl=https://web.archive.org/web/20170109143349/https://books.google.com/books?id=ZHBxBEekGSkC&amp;pg=PA342
|archivedate=9 January 2017
|df=dmy-all
}}&lt;/ref&gt;

===Gene–environment interaction===
The contribution of gene–environment interaction to reading disability has been intensely studied using [[w:twin studies|twin studies]], which estimate the proportion of variance associated with a person's environment and the proportion associated with their genes. Both environmental and genetic factors appear to contribute to reading development. Studies examining the influence of environmental factors such as parental education&lt;ref&gt;{{Cite journal
|title=Parental Education Moderates Genetic Influences on Reading Disability
|journal=Psychol. Sci.
|volume=19
|issue=11
|pages=1124–30
|date=November 2008
|pmid=19076484
|pmc=2605635
|doi=10.1111/j.1467-9280.2008.02213.x
|last1=Friend
|first1=A
|last2=Defries
|first2=J. C.
|last3=Olson
|first3=R. K.
}}&lt;/ref&gt; and teaching quality&lt;ref&gt;{{cite journal
|bibcode=2010Sci...328..512T
|title=Teacher Quality Moderates the Genetic Effects on Early Reading
|journal=Science
|volume=328
|issue=5977
|pages=512–4
|last1=Taylor
|first1=J.
|last2=Roehrig
|first2=A. D.
|last3=Hensler
|first3=B. Soden
|last4=Connor
|first4=C. M.
|last5=Schatschneider
|first5=C.
|year=2010
|doi=10.1126/science.1186149
|pmid=20413504
|pmc=2905841
}}&lt;/ref&gt; have determined that genetics have greater influence in supportive, rather than less optimal, environments.&lt;ref name=pmid19209992&gt;{{cite journal
|last1=Pennington
|first1=Bruce F.
|last2=McGrath
|first2=Lauren M.
|last3=Rosenberg
|first3=Jenni
|last4=Barnard
|first4=Holly
|last5=Smith
|first5=Shelley D.
|last6=Willcutt
|first6=Erik G.
|last7=Friend
|first7=Angela
|last8=Defries
|first8=John C.
|last9=Olson
|first9=Richard K.
|date=January 2009
|title=Gene × Environment Interactions in Reading Disability and Attention-Deficit/Hyperactivity Disorder
|journal=Developmental Psychology
|volume=45
|issue=1
|pages=77–89
|doi=10.1037/a0014549
|pmid=19209992
|pmc=2743891
}}&lt;/ref&gt; However, more optimal conditions may just allow those genetic risk factors to account for more of the variance in outcome because the environmental risk factors have been minimized.&lt;ref name=pmid19209992/&gt; 

As environment plays a large role in learning and memory, it is likely that [[w:epigenetic|epigenetic]] modifications play an important role in reading ability. Measures of [[w:gene expression|gene expression]], [[wikipedia:Histone#Histone_modification|histone modifications]], and [[w:methylation|methylation]] in the human periphery are used to study epigenetic processes; however, all of these have limitations in the extrapolation of results for application to the human brain.&lt;ref&gt;{{cite journal
|last=Roth
|first=Tania L.
|last2=Roth
|first2=Eric D.
|last3=Sweatt
|first3=J. David
|date=September 2010
|title=Epigenetic regulation of genes in learning and memory
|journal=Essays in Biochemistry
|volume=48
|issue=1
|pages=263–74
|pmid=20822498
|doi=10.1042/bse0480263
}}&lt;/ref&gt;&lt;ref&gt;{{Cite journal
|last=Smith
|first=Shelley D.
|date=2011-12
|title=Approach to epigenetic analysis in language disorders
|journal=Journal of Neurodevelopmental Disorders
|volume=3
|issue=4
|pages=356–364
|doi=10.1007/s11689-011-9099-y
|issn=1866-1947
|pmc=3261263
|pmid=22113455
}}&lt;/ref&gt;
====Language====
The [[w:orthographic depth|orthographic complexity]] of a language directly affects how difficult it is to learn to read it.&lt;ref name=&quot;BrunswickMcDougall2010&quot;&gt;
Paulesu, Eraldo; Brunswick, Nicola and Paganelli, Federica (2010).  &quot;Cross-cultural differences in unimpaired and dyslexic reading: Behavioral and functional anatomical observations in readers of regular and irregular orthographies. Chapter 12 in [https://books.google.com/books?id=0vJ5AgAAQBAJ&amp;pg=PA266 Reading and Dyslexia in Different Orthographies] {{webarchive|url=https://web.archive.org/web/20170109135414/https://books.google.com/books?id=0vJ5AgAAQBAJ&amp;pg=PA266 |date=9 January 2017 }}.  Eds. Nicola Brunswick, Siné McDougall, and Paul de Mornay Davies. Psychology Press. {{ISBN|9781135167813}}&lt;/ref&gt;{{rp|266}} English and French have comparatively &quot;deep&quot; [[w:phonemic orthographies|phonemic orthographies]] within the [[w:Latin alphabet|Latin alphabet]] [[w:writing system|writing system]], with complex structures employing spelling patterns on several levels: letter-sound correspondence, syllables, and [[w:morpheme|morpheme]]s.&lt;ref name=&quot;DickinsonNeuman2013&quot;&gt;{{cite book
|author=Juel, Connie
|chapter=The Impact of Early School Experiences on Initial Reading
|editor1=David K. Dickinson
|editor2=Susan B. Neuman
|title=Handbook of Early Literacy Research
|chapter-url=https://books.google.com/books?id=_chXAQAAQBAJ&amp;pg=PA421
|year=2013
|publisher=Guilford Publications
|isbn=978-1-4625-1470-0
|archiveurl=https://web.archive.org/web/20170109162332/https://books.google.com/books?id=_chXAQAAQBAJ&amp;pg=PA421
|archivedate=9 January 2017
|df=dmy-all
}}&lt;/ref&gt;{{rp|421}} Languages such as Spanish, Italian and Finnish have mostly alphabetic orthographies, which primarily employ letter-sound correspondence—so-called &quot;shallow&quot; orthographies—which makes them easier to learn for people with dyslexia.&lt;ref name=&quot;BrunswickMcDougall2010&quot;/&gt;{{rp|266}}  [[w:Logograph|Logograph]]ic writing systems, such as [[w:Chinese characters|Chinese characters]], have extensive symbol use; and these also pose problems for dyslexic learners.&lt;ref&gt;{{Cite journal
|title = Annual Research Review: The nature and classification of reading disorders – a commentary on proposals for DSM-5
|journal = Journal of Child Psychology and Psychiatry, and Allied Disciplines
|date = 1 May 2012
|pmc = 3492851
|pmid = 22141434
|pages = 593–607
|volume = 53
|issue = 5
|doi = 10.1111/j.1469-7610.2011.02495.x
|first = Margaret J
|last = Snowling
|first2 = Charles
|last2 = Hulme
}}&lt;/ref&gt;

==Pathophysiology==
{{fig
 |number      =  2
 |image       = Gray733.png
 |caption     = Corpus callosum view, front part at top of image
 |attribution = Public domain
 |align       = right
 |size        = 150px
 |pad         = padding (default = 10px 10px 15px 0px)
}}

Most people who are right-hand dominant have the left hemisphere of their brain specialize more in language processing. In terms of the mechanism of dyslexia, fMRI studies suggest that this specialization may be less pronounced or even absent in cases with dyslexia. Additionally, anatomical differences in the [[wikipedia:Corpus_callosum|corpus callosum]], the bundle of nerve fibers that connects the left and right hemispheres, have been linked to dyslexia via different studies.&lt;ref name=&quot;habi&quot;&gt;{{cite book
|last1=Habib
|first1=Michael
|title=Pediatric Neurology Part I
|volume=111
|chapter=Dyslexia
|date=2013
|pages=229–235
|chapter-url=https://www.sciencedirect.com/science/article/pii/B9780444528919000233
|accessdate=19 December 2018
|language=en
|doi=10.1016/B978-0-444-52891-9.00023-3
|pmid=23622168
|series=Handbook of Clinical Neurology
|isbn=9780444528919
}}&lt;/ref&gt; 

Data via diffusion tensor MRI indicate changes in connectivity or in gray matter density in areas related to reading/language. Finally, the left [[wikipedia:Inferior_frontal_gyrus|inferior frontal gyrus]] has shown differences in phonological processing in people with dyslexia.&lt;ref name=habi/&gt; Neurophysiological and imaging procedures are being used to ascertain phenotypic characteristics in people with dyslexia thus identifying the effects of certain genes.&lt;ref&gt;{{Cite journal
|title = Genetics of dyslexia: the evolving landscape
|journal = Journal of Medical Genetics
|date = 2007
|pmc = 2597981
|pmid = 17307837
|pages = 289–297
|volume = 44
|issue = 5
|doi = 10.1136/jmg.2006.046516
|first = Johannes
|last = Schumacher
|first2 = Per
|last2 = Hoffmann
|first3 = Christine
|last3 = Schmäl
|first4 = Gerd
|last4 = Schulte‐Körne
|first5 = Markus M
|last5 = Nöthen
}}&lt;/ref&gt;
===Dual route theory===

The dual-route theory of [[w:Reading (process)|reading]] aloud was first described in the early 1970s.&lt;ref name=&quot;Pritchard 2012&quot;&gt;{{cite journal
|author=Pritchard SC
|author2=Coltheart M
|author3=Palethorpe S
|author4=Castles A
|title=Nonword reading: comparing dual-route cascaded and connectionist dual-process models with human data
|journal=J Exp Psychol Hum Percept Perform
|volume=38
|issue=5
|pages=1268–88
|date=October 2012
|pmid=22309087
|doi=10.1037/a0026703
|last2=Coltheart
|last3=Palethorpe
|last4=Castles
}}&lt;/ref&gt; This theory suggests that two separate mental mechanisms, or cognitive routes, are involved in reading aloud.&lt;ref name=&quot;EysenckKeane2013z&quot;&gt;{{cite book
|author1=Eysenck, Michael
|author2=Keane, Mark T.
|title=Cognitive Psychology 6e
|url=https://books.google.com/books?id=U-IF8PAa_jIC&amp;pg=PA373
|year=2013
|publisher=Psychology Press
|isbn=978-1-134-44046-7
|page=373
|archiveurl=https://web.archive.org/web/20170109123837/https://books.google.com/books?id=U-IF8PAa_jIC&amp;pg=PA373
|archivedate=9 January 2017
|df=dmy-all
}}&lt;/ref&gt; One mechanism is the lexical route, which is the process whereby skilled readers can recognize known words by sight alone, through a &quot;dictionary&quot; lookup procedure.&lt;ref name=&quot;EysenckKeane2013&quot;&gt;{{cite book
|author1=Eysenck, Michael
|author2=Keane, Mark T.
|title=Cognitive Psychology 6e
|url=https://books.google.com/books?id=U-IF8PAa_jIC&amp;pg=PA450
|year=2013
|publisher=Psychology Press
|isbn=978-1-134-44046-7
|page=450
|archiveurl=https://web.archive.org/web/20170109170422/https://books.google.com/books?id=U-IF8PAa_jIC&amp;pg=PA450
|archivedate=9 January 2017
|df=dmy-all
}}&lt;/ref&gt; The other mechanism is the nonlexical or sublexical route, which is the process whereby the reader can &quot;sound out&quot; a written word.&lt;ref name=&quot;EysenckKeane2013&quot;/&gt;&lt;ref name=&quot;HulmeJoshi2012&quot;&gt;{{cite book
|last1=Hulme
|first1=Charles
|last2=Joshi
|first2=R. Malatesha
|last3=Snowling
|first3=Margaret J.
|title=Reading and Spelling: Development and Disorders
|url=https://books.google.com/books?id=MumCCKK4JR8C&amp;pg=PT151
|year=2012
|publisher=Routledge
|isbn=978-1-136-49807-7
|page=151
|archiveurl=https://web.archive.org/web/20170109141419/https://books.google.com/books?id=MumCCKK4JR8C&amp;pg=PT151
|archivedate=9 January 2017
|df=dmy-all
}}&lt;/ref&gt; This is done by identifying the word's constituent parts (letters, [[w:phonemes|phonemes]], [[w:graphemes|graphemes]]) and applying knowledge of how these parts are associated with each other, for example, how a string of neighboring letters sound together.&lt;ref name=&quot;Pritchard 2012&quot; /&gt; The dual-route system could explain the different rates of dyslexia occurrence between different languages (e.g., the consistency of phonological rules in the Spanish language could account for the fact that Spanish-speaking children show a higher level of performance in non-word reading, when compared to English-speakers).&lt;ref name=&quot;BrunswickMcDougall2010&quot;/&gt;&lt;ref&gt;{{cite journal
|last1=Sprenger-Charolles
|first1=Liliane
|title=Prevalence and Reliability of Phonological, Surface, and Mixed Profiles in Dyslexia: A Review of Studies Conducted in Languages Varying in Orthographic Depth
|journal=Scientific Studies of Reading
|date=2011
|pages=498–521
|doi=10.1080/10888438.2010.524463
|volume=15
|issue=6
|url=https://hal.archives-ouvertes.fr/hal-00733553
|archiveurl=https://web.archive.org/web/20170830150246/https://hal.archives-ouvertes.fr/hal-00733553
|archivedate=30 August 2017
|df=dmy-all
}}&lt;/ref&gt;

==Diagnosis==
===Classification===

Dyslexia is a heterogeneous, dimensional learning disorder that impairs accurate and fluent word reading and spelling.&lt;ref name=&quot;Rose&quot;/&gt;&lt;ref&gt;{{Cite journal
|last=Boada
|first=Richard
|last2=Willcutt
|first2=Erik G.
|last3=Pennington
|first3=Bruce F.
|date=2012
|title=Understanding the Comorbidity Between Dyslexia and Attention-Deficit/Hyperactivity Disorder
|journal=Topics in Language Disorders
|quote=... Pennington proposed a multiple deficit model for complex disorders like dyslexia, hypothesizing that such complex disorders are heterogeneous conditions that arise from the additive and interactive effects of multiple genetic and environmental risk factors, which then lead to weaknesses in multiple cognitive domains.
|volume=32
|issue=3
|page=270
|doi=10.1097/tld.0b013e31826203ac
}}&lt;/ref&gt;&lt;ref&gt;{{Cite journal
|last=Pennington
|first=B
|date=September 2006
|title=From single to multiple deficit models of developmental disorders
|journal=Cognition
|volume=101
|issue=2
|pages=385–413
|doi=10.1016/j.cognition.2006.04.008
|pmid=16844106
}}&lt;/ref&gt; Typical—but not universal—features include difficulties with phonological awareness; inefficient and often inaccurate processing of sounds in oral language (''phonological processing''); and verbal working memory deficits.&lt;ref&gt;{{Cite journal
|last=Peterson
|first=Robin L.
|last2=Pennington
|first2=Bruce F.
|date=28 March 2015
|title=Developmental Dyslexia
|url=http://www.annualreviews.org/doi/10.1146/annurev-clinpsy-032814-112842
|journal=Annual Review of Clinical Psychology
|volume=11
|issue=1
|pages=283–307
|doi=10.1146/annurev-clinpsy-032814-112842
|ssrn=2588407
}}&lt;/ref&gt;&lt;ref name=&quot;very-short&quot;&gt;{{cite book|last1=Snowling|first1= Margaret J.|title=Dyslexia: A Very Short Introduction|publisher=Oxford University Press|date= 2019|isbn=9780192550422|doi=10.1093/actrade/9780198818304.001.0001}}&lt;/ref&gt;

Dyslexia is a [[w:neurodevelopmental disorder|neurodevelopmental disorder]], subcategorized in diagnostic guides as a ''learning disorder with impairment in reading'' (ICD-11 prefixes &quot;developmental&quot; to &quot;learning disorder&quot;; DSM-5 uses &quot;specific&quot;).&lt;ref&gt;{{Cite web
|url=https://icd.who.int/browse11/l-m/en#/http://id.who.int/icd/entity/1008636089
|title=6A03.0 Developmental learning disorder with impairment in reading
|work=International Classification of Diseases and Related Health Problems, 11th rev. (ICD-11) (Mortality and Morbidity Statistics)
|publisher=World Health Organization
|access-date=2019-10-07
}}&lt;/ref&gt;&lt;ref&gt;{{Cite book
|title=Diagnostic and statistical manual of mental disorders : DSM-5.
|date=2013
|publisher=American Psychiatric Association
|quote=Specific Learning Disorder with impairment in reading ... Dyslexia is an alternative term used to refer to a pattern of learning difficulties characterized by problems with accurate or fluent word recognition, poor decoding, and poor spelling abilities.
|isbn=9780890425541
|edition=5th
|location=Arlington, VA
|oclc=830807378
}}&lt;/ref&gt;&lt;ref&gt;{{Cite journal
|last=FragaGonzález
|first=Gorka
|last2=Karipidis
|first2=Iliana
|last3=Tijms
|first3=Jurgen
|date=2018-10-19
|title=Dyslexia as a Neurodevelopmental Disorder and What Makes It Different from a Chess Disorder
|journal=Brain Sciences
|volume=8
|issue=10
|pages=189
|doi=10.3390/brainsci8100189
|issn=2076-3425
|pmc=6209961
|pmid=30347764
}}&lt;/ref&gt; Dyslexia is not a problem with [[w:intelligence|intelligence]]. [[w:Emotional and behavioral disorders|Emotional problems]] often arise secondary to learning difficulties.&lt;ref name=&quot;Campbell2009&quot;&gt;{{cite book
|last1=Campbell
|first1=Robert Jean
|title=Campbell's Psychiatric Dictionary
|url=https://books.google.com/books?id=kpIs03n1hxkC&amp;pg=PA310
|year=2009
|publisher=Oxford University Press
|isbn=978-0-19-534159-1
|pages=310–312
|archiveurl=https://web.archive.org/web/20170109101113/https://books.google.com/books?id=kpIs03n1hxkC&amp;pg=PA310
|archivedate=9 January 2017
|df=dmy-all
}}&lt;/ref&gt; The [[w:National Institute of Neurological Disorders and Stroke|National Institute of Neurological Disorders and Stroke]] describes dyslexia as &quot;difficulty with phonological processing (the manipulation of sounds), spelling, and/or rapid visual-verbal responding&quot;.&lt;ref name=&quot;ninds1&quot;&gt;{{cite web
|url=http://www.ninds.nih.gov/disorders/dyslexia/dyslexia.htm
|title=NINDS Dyslexia Information Page
|last=
|first=
|date=11 September 2015
|website=National Institute of Neurological Disorders and Stroke
|publisher=National Institutes of Health
|access-date=
|accessdate=27 July 2016
|archiveurl=https://web.archive.org/web/20160727234247/http://www.ninds.nih.gov/disorders/dyslexia/dyslexia.htm
|archivedate=27 July 2016
|df=dmy-all
}}&lt;/ref&gt;

The British Dyslexia Association defines dyslexia as &quot;a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling&quot; and is characterized by &quot;difficulties in phonological awareness, verbal memory and verbal processing speed&quot;.&lt;ref name=&quot;PhillipsKelly2013&quot;&gt;{{cite book
|author1=Phillips, Sylvia
|author2=Kelly, Kathleen
|author3=Symes, Liz
|title=Assessment of Learners with Dyslexic-Type Difficulties
|url=https://books.google.com/books?id=7ZDCAQAAQBAJ&amp;pg=PA7
|year=2013
|publisher=SAGE
|isbn=978-1-4462-8704-0
|page=7
|archiveurl=https://web.archive.org/web/20170109093024/https://books.google.com/books?id=7ZDCAQAAQBAJ&amp;pg=PA7
|archivedate=9 January 2017
|df=dmy-all
}}&lt;/ref&gt; ''Phonological awareness'' enables one to identify, discriminate, remember ([[w:working memory|working memory]]), and mentally manipulate the sound structures of language—[[w:phonemes|phonemes]], [[w:onsite-rime|onsite-rime]] segments, syllables, and words.&lt;ref&gt;{{cite journal
|last1=Stahl
|first1=Steven A.
|last2=Murray
|first2=Bruce A.
|title=Defining phonological awareness and its relationship to early reading.
|journal=Journal of Educational Psychology
|volume=86
|issue=2
|pages=221–234
|doi=10.1037/0022-0663.86.2.221
|date=1994
}}&lt;/ref&gt;&lt;ref&gt;{{cite journal
|title=Phonological Awareness and Phonemic Perception in 4-Year-Old Children With Delayed Expressive Phonology Skills
|journal=American Journal of Speech-Language Pathology
|date=1 November 2003
|volume=12
|issue=4
|pages=463–471
|doi=10.1044/1058-0360(2003/092)
|pmid=14658998
|last1=Rvachew
|first1=Susan
|last2=Ohberg
|first2=Alyssa
|last3=Grawburg
|first3=Meghann
|last4=Heyding
|first4=Joan
}}&lt;/ref&gt;

===Assessment===

====Principles of Assessment====
* Strive for a multidisciplinary team approach involving the child's parent(s) and teacher(s); school psychologist; pediatrician; and, as appropriate, [[w:Speech-language pathology|speech and language pathologist (speech therapist)]]; and [[w:Occupational therapy|occupational therapist]].&lt;ref&gt;{{cite book|first3=Catherine|last3= Christo|first2= John M.|last2= Davis|first1= Stephen E.|last1= Brock|title=Identifying, Assessing, and Treating Dyslexia at School|publisher=Springer Science+Business Media|date=2009|page=59|doi=10.1007/978-0-387-88600-8|isbn=978-0-387-88600-8}}&lt;/ref&gt;

* Possess a thorough familiarity with typical ages children reach various general developmental milestones (write first name; draw a square), and domain-specific milestones, such as phonological awareness (recognize rhyming words; identify the initial sounds in words).&lt;ref&gt;Mather, Nancy and Barbara J. Wendling. ''Essentials of Dyslexia Assessment and Intervention''. Hoboken, NJ: John Wiley &amp; Sons, 2012.&lt;/ref&gt;

* Avoid over-reliance on tests. Careful observation of the child in the school and home environments, and sensitive, comprehensive parental interviews are just as important as tests. &lt;ref&gt;Reid, Gavin and Jennie Guise. ''The Dyslexia Assessment''. London: Bloomsbury, 2017 (&quot;... assessment for dyslexia includes more than tests; it involves comprehensive insights into the student's learning. This requires a full and comprehensive individual assessment as well as consideration of the environment and contextual factors.&quot;).&lt;/ref&gt;&lt;ref&gt;M. S. Thambirajah, ''Developmental Assessment of the School-Aged Child with Developmental Disabilities: A Clinician's Guide'' (London: Jessica Kingsley, 2011), 74.&lt;/ref&gt;

* Take advantage of the empirically supported &quot;response to intervention&quot; (RTI) approach,&lt;ref&gt;Jimerson, Shane R., Matthew K. Burns, and Amanda M. VanDerHeyden. ''Handbook of Response to Intervention: The Science and Practice of Multi-Tiered Systems of Support''. 2nd ed. New York: Springer Science+Business Media, 2016.&lt;/ref&gt; which &quot;... involves monitoring the progress of a group of children through a programme of intervention rather than undertaking a static assessment of their current skills. Children with the most need are those who fail to respond to effective teaching, and they are readily identified using this approach.&quot;&lt;ref&gt;Snowling, Margaret J. &quot;Early Identification and Interventions for Dyslexia: A Contemporary View.&quot; ''Journal of Research in Special Education Needs'' 13, no. 1, 7–14.&lt;/ref&gt;

====Assessment instruments (tests)====
There are a wide range of tests that are used in clinical and educational settings to evaluate the possibility that a person might have dyslexia.&lt;ref name=&quot;testing&quot;&gt;{{cite web
|url=http://dyslexiahelp.umich.edu/dyslexics/learn-about-dyslexia/dyslexia-testing/tests
|title=Tests for Dyslexia and Learning Disabilities
|publisher=University of Michigan
|accessdate=15 March 2015
|archiveurl=https://web.archive.org/web/20150313000802/http://dyslexiahelp.umich.edu/dyslexics/learn-about-dyslexia/dyslexia-testing/tests
|archivedate=13 March 2015
|df=dmy-all
}}&lt;/ref&gt; If initial testing suggests that a person might have dyslexia, such tests are often followed up with a full diagnostic assessment to determine the extent and nature of the disorder.&lt;ref name=&quot;PeerReid2013p&quot;&gt;{{cite book
|author1=Peer, Lindsay
|author2=Reid, Gavin
|title=Introduction to Dyslexia
|url=https://books.google.com/books?id=OTiAAAAAQBAJ&amp;pg=PT35
|year=2013
|publisher=Taylor &amp; Francis
|isbn=978-1-135-37290-3
|pages=35–40
|archiveurl=https://web.archive.org/web/20170109134343/https://books.google.com/books?id=OTiAAAAAQBAJ&amp;pg=PT35
|archivedate=9 January 2017
|df=dmy-all
}}&lt;/ref&gt; Some tests can be administered by a teacher or computer; others require specialized training and are given by psychologists.&lt;ref name=balexia/&gt; Some test results indicate how to carry out teaching strategies.&lt;ref name=&quot;balexia&quot;&gt;{{cite web
|title=Screening and assessment
|url=http://www.bdadyslexia.org.uk/educator/screening-and-assessment
|website=British Dyslexia Association
|accessdate=11 March 2015
|archiveurl=https://web.archive.org/web/20150330101403/http://www.bdadyslexia.org.uk/educator/screening-and-assessment
|archivedate=30 March 2015
|df=dmy-all
}}&lt;/ref&gt;&lt;ref&gt;{{cite journal
|last1=Fletcher
|first1=Jack
|title=Dyslexia: the evolution of a scientific concept
|journal=Journal of International Neuropsychology Society
|date=2009
|pages=501–508
|pmc=3079378
|pmid=19573267
|doi=10.1017/S1355617709090900
|volume=15
|issue=4
}}&lt;/ref&gt; Because a variety of different cognitive, behavioral, emotional, and environmental factors all could contribute to difficultly learning to read, a comprehensive evaluation should consider these different possibilities. These tests and observations can include:&lt;ref name=&quot;gerd&quot;&gt;{{cite journal
|last1=Schulte-Körne
|first1=Gerd
|title=The Prevention, Diagnosis, and Treatment of Dyslexia
|journal=Deutsches Ärzteblatt International
|date=October 2010
|volume=107
|issue=41
|pages=718–727
|doi=10.3238/arztebl.2010.0718
|pmid=21046003
|pmc=2967798
|issn=1866-0452
}}&lt;/ref&gt;
*General measures of cognitive ability, such as the [[wikipedia:Wechsler_Intelligence_Scale_for_Children|Wechsler Intelligence Scale for Children]], [[wikipedia:Woodcock–Johnson_Tests_of_Cognitive_Abilities|Woodcock-Johnson Tests of Cognitive Abilities]], or [[wikipedia:Stanford–Binet_Intelligence_Scales|Stanford-Binet Intelligence Scales]]. Low general cognitive ability would make reading more difficult. Cognitive ability measures also often try to measure different cognitive cognitive processes, such as verbal ability, nonverbal and spatial reasoning, working memory, and processing speed. There are different versions of these tests for different age groups. Almost all of these require additional training to give and score correctly, and are done by psychologists. According to Mather and Schneider (2015), a confirmatory profile and/or pattern of scores on cognitive tests confirming or ruling-out reading disorder has not yet been identified.&lt;ref&gt;Mather, N., &amp; Schneider, D. The use of intelligence tests in the diagnosis of specific reading disability.{{cite book
|url=https://books.google.com/?id=ylzEBQAAQBAJ&amp;printsec=frontcover&amp;dq=Handbook+of+Intelligence:+Evolutionary+theory,+historical+perspective,+and+current+concepts#v=onepage&amp;q=Handbook%20of%20Intelligence%3A%20Evolutionary%20theory%2C%20historical%20perspective%2C%20and%20current%20concepts&amp;f=false
|title=Handbook of Intelligence: Evolutionary Theory, Historical Perspective, and Current Concepts
|last1=Goldstein
|first1=Sam
|last2=Princiotta
|first2=Dana
|last3=Naglieri
|first3=Jack A.
|date=2014
|publisher=Springer
|isbn=9781493915620
|pages=415–434
|language=en
|accessdate=10 January 2019
}}&lt;/ref&gt;
*Screening or evaluation for mental health conditions: Parents and teachers can complete rating scales or behavior checklists to gather information about emotional and behavioral functioning for younger people. Many checklists have similar versions for parents, teachers, and younger people old enough to read reasonably well (often 11 years and older) to complete. Examples include the Behavioral Assessment System for Children, and the [[wikipedia:Strengths_and_Difficulties_Questionnaire|Strengths and Difficulties Questionnaire]]. All of these have nationally representative norms, making it possible to compare the level of symptoms to what would be typical for the younger person's age and biological sex. Other checklists link more specifically to psychiatric diagnoses, such as the [[wikipedia:Vanderbilt_ADHD_diagnostic_rating_scale|Vanderbilt ADHD Rating Scales]] or the [[wikipedia:Screen_for_child_anxiety_related_disorders|Screen for Child Anxiety Related Emotional Disorders (SCARED)]]. [[wikipedia:Screening_(medicine)|Screening]] uses brief tools that are designed to catch cases with a disorder, but they often get false positive scores for people who do not have the disorder. Screeners should be followed up by a more accurate test or diagnostic interview as a result. Depressive disorders and anxiety disorders are two-three times higher in people with dyslexia, and attention-deficit/hyperactivity disorder is more common, as well.&lt;ref&gt;{{cite journal
|last1=Collett
|first1=Brent R.
|last2=Ohan
|first2=Jeneva L.
|last3=Myers
|first3=Kathleen M.
|title=Ten-Year Review of Rating Scales. V: Scales Assessing Attention-Deficit/Hyperactivity Disorder
|journal=Journal of the American Academy of Child &amp; Adolescent Psychiatry
|date=1 September 2003
|volume=42
|issue=9
|pages=1015–1037
|doi=10.1097/01.CHI.0000070245.24125.B6
|pmid=12960702
|url=https://jaacap.org/article/S0890-8567(09)60999-0/fulltext
|accessdate=3 October 2019
|language=English
|issn=0890-8567
}}&lt;/ref&gt;&lt;ref&gt;{{cite journal
|last1=Stone
|first1=Lisanne L
|last2=Janssens
|first2=Jan M A M
|last3=Vermulst
|first3=Ad A
|last4=Van Der Maten
|first4=Marloes
|last5=Engels
|first5=Rutger C M E
|last6=Otten
|first6=Roy
|title=The Strengths and Difficulties Questionnaire: psychometric properties of the parent and teacher version in children aged 4–7
|journal=BMC Psychology
|date=20 February 2015
|volume=3
|issue=1
|pages=4
|doi=10.1186/s40359-015-0061-8
|pmid=25815194
|pmc=4364334
|issn=2050-7283
}}&lt;/ref&gt;&lt;ref&gt;{{cite journal
|last1=Swart
|first1=G. T.
|title=The Clinician's Guide To The Behavior Assessment System For Children
|journal=The Canadian Child and Adolescent Psychiatry Review
|date=NaN
|volume=14
|issue=3
|pages=90
|issn=1716-9119
|pmc=2542918
}}&lt;/ref&gt;&lt;ref&gt;{{cite journal
|last1=Birmaher
|first1=B.
|last2=Khetarpal
|first2=S.
|last3=Brent
|first3=D.
|last4=Cully
|first4=M.
|last5=Balach
|first5=L.
|last6=Kaufman
|first6=J.
|last7=Neer
|first7=S. M.
|title=The Screen for Child Anxiety Related Emotional Disorders (SCARED): scale construction and psychometric characteristics
|journal=Journal of the American Academy of Child and Adolescent Psychiatry
|date=NaN
|volume=36
|issue=4
|pages=545–553
|doi=10.1097/00004583-199704000-00018
|pmid=9100430
|issn=0890-8567
}}&lt;/ref&gt;
*Review of academic achievement and skills: Average spelling/reading ability for a dyslexic is a percentage ranking &lt;16, well below normal. In addition to reviewing grades and teacher notes, standardized test results are helpful in evaluating progress. These include group administered tests, such as the [[wikipedia:Iowa_Tests_of_Educational_Development|Iowa Tests of Educational Development]], that a teacher may give to a group or whole classroom of younger people at the same time. They also could include individually administered tests of achievement, such as the [[wikipedia:Wide_Range_Achievement_Test|Wide Range Achievement Test]], or the [[wikipedia:Woodcock–Johnson_Tests_of_Cognitive_Abilities|Woodcock-Johnson]] (which also includes a set of achievement tests). The individually administered tests again require more specialized training.&lt;ref&gt;{{cite book
|last1=Lindquist
|first1=E. F.
|title=The Iowa tests of educational development: how to use the test results; a manual for teachers and counselors
|date=1953
|publisher=Science Research Associates
|url=https://books.google.com/?id=yOc9AAAAYAAJ&amp;q=Iowa+Tests+of+Educational+Development&amp;dq=Iowa+Tests+of+Educational+Development
|accessdate=3 October 2019
|language=en
}}&lt;/ref&gt;&lt;ref&gt;{{cite journal
|last1=Dell
|first1=Cindy Ann
|last2=Harrold
|first2=Barbara
|last3=Dell
|first3=Thomas
|title=Test Review: Wilkinson, G. S., &amp; Robertson, G. J. (2006). Wide Range Achievement Test—Fourth Edition. Lutz, FL: Psychological Assessment Resources. WRAT4 Introductory Kit (includes manual, 25 test/response forms [blue and green], and accompanying test materials): $243.00
|journal=Rehabilitation Counseling Bulletin
|date=1 October 2008
|volume=52
|issue=1
|pages=57–60
|doi=10.1177/0034355208320076
|language=en
|issn=0034-3552
}}&lt;/ref&gt;&lt;ref&gt;{{cite book
|last1=Semrud-Clikeman
|first1=Margaret
|last2=Ellison
|first2=Phyllis Anne Teeter
|title=Child Neuropsychology: Assessment and Interventions for Neurodevelopmental Disorders, 2nd Edition
|date=2009
|publisher=Springer Science &amp; Business Media
|isbn=9780387889634
|page=119
|url=https://books.google.com/books?id=NBGSF9Jyg6AC&amp;pg=PT119#v=onepage&amp;q&amp;f=false
|accessdate=3 October 2019
|language=en
}}&lt;/ref&gt;

==Screening==
Screening procedures seek to identify children who show signs of possible dyslexia. In the preschool years, a family history of dyslexia, particularly in biological parents and siblings, predicts an eventual dyslexia diagnosis better than any test.&lt;ref&gt;Catherine Christo, John M. Davis, and Stephen E. Brock, ''Identifying, Assessing, and Treating Dyslexia at School'' (New York: Springer Science+Business Media, 2009), 56. {{ISBN|9780387885995}}&lt;/ref&gt; In primary school (ages 5–7), the ideal screening procedure consist of training primary school teachers to carefully observe and record their pupils' progress through the phonics curriculum, and thereby identify children progressing slowly.&lt;ref&gt;Margaret J. Snowling, ''Dyslexia: A Very Short Introduction'' (Oxford, UK: Oxford University Press, 2019), 93–94.&lt;/ref&gt;&lt;ref&gt;[https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/190599/Letters_and_Sounds_-_DFES-00281-2007.pdf Letters and Sounds: Principles and Practice of High Quality Phonics], Ref: DFES-00281-2007 (00281-2007BKT-EN), Primary National Strategy, Department for Education and Skills (United Kingdom), 2007.&lt;/ref&gt; When teachers identify such students they can supplement their observations with screening tests such as the ''Phonics screening check''&lt;ref&gt;{{Cite web
|url=https://www.gov.uk/government/publications/phonics-screening-check-2019-materials
|title=Phonics screening check: 2019 materials
|work=United Kingdom Department for Education, Standards and Testing Agency
|access-date=14 October 2019
}}&lt;/ref&gt; used by United Kingdom schools during [[w:Year One (education)|Year One]].

In the medical setting, child and adolescent psychiatrist M. S. Thambirajah emphasizes that &quot;[g]iven the high prevalence of developmental disorders in school-aged children, all children seen in clinics should be systematically screened for developmental disorders irrespective of the presenting problem/s.&quot; Thambirajah recommends screening for developmental disorders, including dyslexia, by conducting a brief developmental history, a preliminary psychosocial developmental examination, and obtaining a school report regarding academic and social functioning.&lt;ref&gt;{{Cite book
|url=https://www.worldcat.org/oclc/747410566
|title=Developmental assessment of the school-aged child with developmental disabilities : a clinician's guide
|last=Thambirajah, M. S.
|date=2011
|publisher=Jessica Kingsley Publishers
|isbn=9780857003256
|location=London
|oclc=747410566
}}&lt;/ref&gt;

==Management ==
Through the use of compensation strategies, therapy and educational support, individuals with dyslexia can learn to read and write.&lt;ref&gt;{{cite journal
|last1=Bogon
|first1=Johana
|title=TVA based assessment of visual attention functions in developmental dyslexia
|journal=Frontiers in Psychology
|date=October 2014
|pmc=4199262
|pmid=25360129
|doi=10.3389/fpsyg.2014.01172
|volume=5
|pages=1172
}}&lt;/ref&gt; There are techniques and technical aids that help to manage or conceal symptoms of the disorder.&lt;ref name=&quot;Brunswick2012&quot;&gt;{{cite book
|author=Brunswick, Nicola
|title=Supporting Dyslexic Adults in Higher Education and the Workplace
|url=https://books.google.com/books?id=suc1o0hueowC&amp;pg=PA115
|accessdate=10 April 2012
|date=10 April 2012
|publisher=John Wiley &amp; Sons
|isbn=978-0-470-97479-7
|pages=115–
|archiveurl=https://web.archive.org/web/20131231081312/http://books.google.com/books?id=suc1o0hueowC&amp;pg=PA115
|archivedate=31 December 2013
|df=dmy-all
}}&lt;/ref&gt; Reducing stress and anxiety can sometimes improve written comprehension.&lt;ref name=pmid21046003&gt;{{cite journal
|last1=Schulte-Körne
|first1=G
|title=The prevention, diagnosis, and treatment of dyslexia
|journal=Deutsches Ärzteblatt International
|date=October 2010
|pages=718–26
|pmc=2967798
|pmid=21046003
|doi=10.3238/arztebl.2010.0718
|volume=107
|issue=41
}}&lt;/ref&gt; For [[w:dyslexia intervention|dyslexia intervention]] with alphabet-writing systems, the fundamental aim is to increase a child's awareness of correspondences between [[w:grapheme|grapheme]]s (letters) and [[w:phoneme|phoneme]]s (sounds), and to relate these to reading and spelling by teaching how sounds blend into words. Reinforced collateral training focused on reading and spelling may yield longer-lasting gains than oral phonological training alone.&lt;ref name=Lyytinen&gt;{{Cite book
|author=Lyytinen, Heikki
|author2=Erskine, Jane
|author3=Aro, Mikko
|author4=Richardson, Ulla
|url=https://books.google.com/books?id=PCy6c9hIL5YC&amp;pg=PA454
|contribution=Reading and reading disorders
|editor-last=Hoff
|editor-first=Erika
|title=Blackwell Handbook of Language Development
|pages=454–474
|publisher=Blackwell
|place=
|year=2009
|isbn=978-1-4051-9459-4
|archiveurl=https://web.archive.org/web/20170109204820/https://books.google.com/books?id=PCy6c9hIL5YC&amp;pg=PA454
|archivedate=9 January 2017
|df=dmy-all
}}&lt;/ref&gt; Early intervention can be successful in reducing reading failure.&lt;ref&gt;{{cite journal
|last1=van der Leij
|first1=Aryan
|title=Dyslexia and early intervention: what did we learn from the Dutch Dyslexia Programme?
|journal=Dyslexia (Chichester, England)
|date=1 November 2013
|volume=19
|issue=4
|pages=241–255
|doi=10.1002/dys.1466
|pmid=24133037
|issn=1099-0909
}}&lt;/ref&gt;

There is some evidence that the use of specially-tailored fonts may help with dyslexia.&lt;ref name=Renske&gt;{{Cite journal
|first=Renske
|last=de Leeuw
|title=Special Font For Dyslexia?
|place=[[University of Twente]]
|page=32
|date=December 2010
|language=English, Dutch
|url=http://www.ilo.gw.utwente.nl/ilo/attachments/032_Masterthesis_Leeuw.pdf
|archiveurl=https://web.archive.org/web/20111101034537/http://www.ilo.gw.utwente.nl/ilo/attachments/032_Masterthesis_Leeuw.pdf
|archivedate=1 November 2011
}}&lt;/ref&gt; These fonts, which include [[w:Dyslexie|Dyslexie]], [[w:OpenDyslexic|OpenDyslexic]], and [[w:Lexie Readable|Lexie Readable]], were created based on the idea that many of the letters of the [[w:Latin alphabet|Latin alphabet]] are visually similar and may, therefore, confuse people with dyslexia. Dyslexie and OpenDyslexic both put emphasis on making each letter more distinctive in order to be more easily identified.&lt;ref name=sawers&gt;{{cite web
|last=Sawers
|first=Paul
|title=Dyslexie: A typeface for dyslexics
|url=https://thenextweb.com/shareables/2011/06/30/dyslexie-a-typeface-for-dyslexics/
|accessdate=9 April 2012
|archiveurl=https://web.archive.org/web/20120413154354/http://thenextweb.com/shareables/2011/06/30/dyslexie-a-typeface-for-dyslexics/
|archivedate=13 April 2012
|df=dmy-all
|date=2011-06-30
}}&lt;/ref&gt; The benefits, however, might largely be due to the added spacing between words.&lt;ref name=Mar2016/&gt; In terms of music and any possible positive effects on people with dyslexia, until now there is currently no evidence or data showing that music education significantly improves the reading skills of  adolescents with dyslexia.&lt;ref&gt;{{Cite journal
|title=Music education for improving reading skills in children and adolescents with dyslexia
|journal=Cochrane Database of Systematic Reviews
|issue=8
|last=Cogo-Moreira
|first=Hugo
|last2=Andriolo
|first2=Régis B
|last3=Yazigi
|first3=Latife
|last4=Ploubidis
|first4=George B
|last5=Brandão de Ávila
|first5=Clara Regina
|last6=Mari
|first6=Jair J
|date=15 August 2012
|pages=CD009133
|doi=10.1002/14651858.cd009133.pub2
|pmid=22895983
}}&lt;/ref&gt;

==Prognosis==
Dyslexic children require special instruction for word analysis and spelling from an early age.&lt;ref&gt;{{cite journal
|last1=O’Hare
|first1=Anne
|title=Dyslexia: what do paediatricians need to know?
|journal=Pediatrics and Child Health
|date=2010
|pages=338–343
|doi=10.1016/j.paed.2010.04.004
|volume=20
|issue=7
}}&lt;/ref&gt; While there are fonts that may help people with dyslexia better understand writing, this might simply be due to the added spacing between words.&lt;ref name=Renske/&gt;&lt;ref name=Mar2016&gt;{{cite journal
|last1=Marinus
|first1=E
|last2=Mostard
|first2=M
|last3=Segers
|first3=E
|last4=Schubert
|first4=TM
|last5=Madelaine
|first5=A
|last6=Wheldall
|first6=K
|title=A Special Font for People with Dyslexia: Does it Work and, if so, why?
|journal=Dyslexia (Chichester, England)
|date=August 2016
|volume=22
|issue=3
|pages=233–44
|pmid=27194598
|doi=10.1002/dys.1527
}}&lt;/ref&gt; The prognosis, generally speaking, is positive for individuals who are identified in childhood and receive support from friends and family.&lt;ref name=ninds1/&gt; The New York educational system (NYED) indicates &quot;a daily uninterrupted 90 minute block of instruction in reading&quot;, furthermore &quot;instruction in phonemic awareness, phonics, vocabulary development, reading fluency&quot; so as to improve the individuals reading ability.&lt;ref&gt;{{cite web
|title=Response to Intervention Guidance - Minimum Requirements of a Response to Intervention Program (RtI) - Instruction Matched to Student Need: Special Education : P12 : NYSED
|url=http://www.p12.nysed.gov/specialed/RTI/guidance/instruction.htm
|website=www.p12.nysed.gov
|accessdate=10 January 2019
}}&lt;/ref&gt;

== Epidemiology==
The percentage of people with dyslexia is unknown, but it has been estimated to be as low as 5% and as high as 17% of the population.&lt;ref&gt;{{Cite book
|title = Psychiatry, 2 Volume Set
|url = https://books.google.com/books?id=6Rp0BgAAQBAJ
|publisher = John Wiley &amp; Sons
|date = 29 January 2015
|isbn = 9781118845493
|first = Allan
|last = Tasman
|first2 = Jerald
|last2 = Kay
|first3 = Jeffrey A.
|last3 = Lieberman
|first4 = Michael B.
|last4 = First
|first5 = Michelle
|last5 = Riba
|archiveurl = https://web.archive.org/web/20150906081853/https://books.google.com/books?id=6Rp0BgAAQBAJ
|archivedate = 6 September 2015
|df = dmy-all
}}&lt;/ref&gt; While it is diagnosed more often in males,&lt;ref name=Lancet2012/&gt; some believe that it affects males and females equally.

There are different definitions of dyslexia used throughout the world, but despite significant differences in writing systems, dyslexia occurs in different populations.&lt;ref&gt;{{cite journal
|last1=Protopapas
|first1=Athanassios
|title=From temporal processing to developmental language disorders: mind the gap
|journal=Philosophical Transactions of the Royal Society B: Biological Sciences
|date=2013
|pmid=24324245
|doi=10.1098/rstb.2013.0090
|pmc=3866431
|volume=369
|issue=1634
|pages=20130090
}}&lt;/ref&gt; Dyslexia is not limited to difficulty in converting letters to sounds, and Chinese people with dyslexia may have difficulty converting [[w:Chinese character|Chinese character]]s into their meanings.&lt;ref&gt;{{cite journal
|last1=Zhao
|first1=Jing
|title=The visual magnocellular-dorsal dysfunction in Chinese children with developmental dyslexia impedes Chinese character recognition.
|journal=Scientific Reports
|date=November 2014
|pmc=4238300
|pmid=25412386
|doi=10.1038/srep07068
|volume=4
|pages=7068
|bibcode = 2014NatSR...4E7068Z
}}&lt;/ref&gt;&lt;ref name=&quot;Marshall2012l&quot;&gt;{{cite book
|author=Marshall, Chloe
|title=Current Issues in Developmental Disorders
|url=https://books.google.com/books?id=5VK_TWsQ3N4C&amp;pg=PA152
|year=2012
|publisher=Psychology Press
|isbn=978-1-84872-084-8
|page=152
|archiveurl=https://web.archive.org/web/20170109144200/https://books.google.com/books?id=5VK_TWsQ3N4C&amp;pg=PA152
|archivedate=9 January 2017
|df=dmy-all
}}&lt;/ref&gt; The Chinese vocabulary uses logographic, monographic, non-alphabet writing where one character can represent an individual phoneme.&lt;ref&gt;{{Cite book
|title = Brain, Mind, and Developmental Psychopathology in Childhood
|url = https://books.google.com/?id=5ujeVaMa9U0C&amp;pg=PA177
|publisher = Jason Aronson
|date = 16 January 2012
|isbn = 9780765708663
|first = Elena
|last = Garralda
|first2 = Jean-Philippe
|last2 = Raynaud
}}&lt;/ref&gt;

The phonological-processing hypothesis attempts to explain why dyslexia occurs in a wide variety of languages. Furthermore, the relationship between phonological capacity and reading appears to be influenced by orthography.&lt;ref&gt;{{Cite journal
|title = Phonological processing deficits as a universal model for dyslexia: evidence from different orthographies
|journal = CoDAS
|pages = 509–519
|volume = 26
|issue = 6
|doi = 10.1590/2317-1782/20142014135
|pmid = 25590915
|first = Ana Luiza Gomes Pinto
|last = Navas
|first2 = Érica de Cássia
|last2 = Ferraz
|first3 = Juliana Postigo Amorina
|last3 = Borges
|first4 = Ana Luiza Gomes Pinto
|last4 = Navas
|first5 = Érica de Cássia
|last5 = Ferraz
|first6 = Juliana Postigo Amorina
|last6 = Borges
|year = 2014
|df = dmy-all
}}&lt;/ref&gt;

==Research and social perceptions==
{{fig
 |number      = 3
 |image       = Writing Systems Template Image.svg
 |caption     = Writing Systems
 |attribution = ThisIsNotEditorX, CC BY-SA-4.0
 |align       = right
 |size        = 140 px
 |pad         = padding (default = 10px 10px 15px 0px)
}}
Most currently available dyslexia research relates to [[w:Writing system|alphabetic writing system]]s, and especially to [[w:Languages of Europe|European languages]].&lt;ref name=&quot;Reid2012a&quot;&gt;{{cite book
|last1=Reid
|first1=Gavin
|title=The Routledge Companion to Dyslexia
|url=https://books.google.com/books?id=QrBQAmfXYooC&amp;pg=PA16
|year=2012
|publisher=Routledge
|isbn=978-1-136-61710-2
|page=16
|archiveurl=https://web.archive.org/web/20170109205019/https://books.google.com/books?id=QrBQAmfXYooC&amp;pg=PA16
|archivedate=9 January 2017
|df=dmy-all
}}&lt;/ref&gt; However, substantial research is also available regarding people with dyslexia who speak Arabic, Chinese, Hebrew, or other languages.&lt;ref&gt;{{cite journal
|last1=Richlan
|first1=Fabio
|title=Functional neuroanatomy of developmental dyslexia; the role of orthographic depth
|journal=Frontiers in Human Neuroscience
|date=May 2014
|pmid=24904383
|doi=10.3389/fnhum.2014.00347
|pmc=4033006
|volume=8
|pages=347
}}&lt;/ref&gt; The outward expression of individuals with reading disability and regular poor readers is the same in some respects.&lt;ref&gt;{{cite web
|title=Reading Difficulty and Disability
|url=https://report.nih.gov/NIHfactsheets/Pdfs/ReadingDifficultyandDisability(NICHD).pdf
|website=report.nih.gov
|publisher=NIH
|accessdate=10 January 2019
}}&lt;/ref&gt;

As is the case with any disorder, society often makes an assessment based on incomplete information. Before the 1980s, dyslexia was thought to be a consequence of education, rather than a neurological disability. As a result, society often misjudges those with the disorder.&lt;ref name=pmid21046003/&gt; There is also sometimes a workplace stigma and negative attitude towards those with dyslexia.&lt;ref&gt;{{cite journal
|last1=de Berr
|first1=J
|title=Factors influencing work participation of adults with developmental dyslexia
|journal=BMC Public Health
|date=2014
|pmc=3913008
|pmid=24460949
|doi=10.1186/1471-2458-14-77
|volume=14
|pages=77
}}&lt;/ref&gt; If the instructors of a person with dyslexia lack the necessary training to support a child with the condition, there is often a negative effect on the student's learning participation.&lt;ref&gt;{{Cite journal
|title = The Inclusion of Students with Dyslexia in Higher Education: A Systematic Review Using Narrative Synthesis
|journal = Dyslexia (Chichester, England)
|date = 1 November 2014
|pmc = 4253321
|pmid = 25293652
|pages = 346–369
|volume = 20
|issue = 4
|doi = 10.1002/dys.1484
|first = Marco
|last = Pino
|first2 = Luigina
|last2 = Mortari
}}&lt;/ref&gt;

==Notes==
{{notelist}}

==References==
{{Reflist}}

==Further reading==
{{refbegin|2}}
*{{cite journal|last1=Ramus|first1=F|last2=Altarelli|first2=I|last3=Jednoróg|first3=K|last4=Zhao|first4=J|last5=di Covella|first5=LS|date=7 August 2017|title=Neuroanatomy of developmental dyslexia: pitfalls and promise.|url=http://dyslexiahelp.umich.edu/answers/faq|journal=Neuroscience and Biobehavioral Reviews|volume=84|pages=434–452|doi=10.1016/j.neubiorev.2017.08.001|issn=1873-7528|pmid=28797557|accessdate=31 August 2017|via=}}This article is published ahead of print
*{{cite book|url=https://books.google.com/books?id=wMR4AgAAQBAJ&amp;pg=PP1|title=Dyslexia, Reading and the Brain: A Sourcebook of Psychological and Biological Research|author=Alan Beaton|date=14 October 2004|publisher=Psychology Press|isbn=978-1-135-42275-2|location=|pages=}}
*{{cite book|url=https://books.google.com/books?id=8OywcklCBPkC&amp;pg=PP1|title=Fifty Years in Dyslexia Research|author=Thomas Richard Miles|date=4 August 2006|publisher=Wiley|isbn=978-0-470-02747-9|location=|pages=|authorlink=Thomas Richard Miles}}
*{{cite book|url=https://books.google.com/books?id=szJZ1LDQv7YC&amp;pg=PP1|title=Dyslexia in Context: Research, Policy and Practice|author1=Gavin Reid|author2=Angela Fawcett|date=12 May 2008|publisher=John Wiley &amp; Sons|isbn=978-0-470-77801-2|location=|pages=}}
*{{cite book|url=https://books.google.com/books?id=7Jbvue2kNdYC&amp;pg=PP1|title=The Psychology of Dyslexia: A Handbook for Teachers with Case Studies|author=Michael Thomson|date=18 March 2009|publisher=John Wiley &amp; Sons|isbn=978-0-470-74197-9|location=|pages=}}
*{{cite book|url=https://books.google.com/books?id=EFh4kCrMbK4C&amp;pg=PP1|title=Dyslexia|author=Gavin Reid|date=17 March 2011|publisher=A&amp;C Black|isbn=978-1-4411-6585-5|edition=3|location=|pages=}}
*{{cite book|url=https://books.google.com/books?id=K2xdsMJ1MWgC&amp;pg=PP1|title=Dyslexia and Other Learning Difficulties|author=Mark Selikowitz|date=2 July 2012|publisher=Oxford University Press|isbn=978-0-19-969177-7|location=|pages=}}
*{{cite book|url=https://books.google.com/books?id=EgXsAgAAQBAJ&amp;pg=PP1|title=Reading, Writing and Dyslexia: A Cognitive Analysis|author=Andrew W. Ellis|date=25 February 2014|publisher=Psychology Press|isbn=978-1-317-71630-3|location=|pages=}}
*{{cite book|url=https://books.google.com/books?id=4lz2AgAAQBAJ&amp;pg=PP1|title=The Dyslexia Debate|author1=Julian G. Elliott|author2=Elena L. Grigorenko|date=24 March 2014|publisher=Cambridge University Press|isbn=978-0-521-11986-3|location=|pages=|authorlink=Julian Elliott}}
*{{cite book|url=https://books.google.com/books?id=oXe6BAAAQBAJ&amp;pg=PP1|title=Dyslexia and Us: A collection of personal stories|last1=Agnew|first1=Susie|last2=Stewart|first2=Jackie|last3=Redgrave|first3=Steve|date=8 October 2014|publisher=Andrews UK Limited|isbn=978-1-78333-250-2|location=|pages=}}
*{{cite journal|last1=Norton|first1=Elizabeth S.|last2=Beach|first2=Sara D.|last3=Gabrieli|first3=John D. E.|date=1 February 2015|title=Neurobiology of dyslexia|url=|journal=Current Opinion in Neurobiology|volume=30|pages=73–78|doi=10.1016/j.conb.2014.09.007|issn=1873-6882|pmc=4293303|hdl=1721.1/102416|pmid=25290881}}
*{{cite journal|last1=Serrallach|first1=Bettina|last2=Groß|first2=Christine|last3=Bernhofs|first3=Valdis|last4=Engelmann|first4=Dorte|last5=Benner|first5=Jan|last6=Gündert|first6=Nadine|last7=Blatow|first7=Maria|last8=Wengenroth|first8=Martina|last9=Seitz|first9=Angelika|date=15 July 2016|title=Neural Biomarkers for Dyslexia, ADHD, and ADD in the Auditory Cortex of Children|url=|journal=Frontiers in Neuroscience|volume=10|pages=324|doi=10.3389/fnins.2016.00324|issn=1662-4548|pmc=4945653|pmid=27471442|last10=Brunner|first10=Monika|last11=Seither|first11=Stefan|last12=Parncutt|first12=Richard|last13=Schneider|first13=Peter|last14=Seither-Preisler|first14=Annemarie}}
*{{cite journal|last1=Shao|first1=Shanshan|last2=Niu|first2=Yanfeng|last3=Zhang|first3=Xiaohui|last4=Kong|first4=Rui|last5=Wang|first5=Jia|last6=Liu|first6=Lingfei|last7=Luo|first7=Xiu|last8=Zhang|first8=Jiajia|last9=Song|first9=Ranran|date=28 July 2016|title=Opposite Associations between Individual KIAA0319 Polymorphisms and Developmental Dyslexia Risk across Populations: A Stratified Meta-Analysis by the Study Population|url=|journal=Scientific Reports|volume=6|pages=30454|bibcode=2016NatSR...630454S|doi=10.1038/srep30454|issn=2045-2322|pmc=4964335|pmid=27464509}}
*{{cite journal|last1=Brewer|first1=Carmen C.|last2=Zalewski|first2=Christopher K.|last3=King|first3=Kelly A.|last4=Zobay|first4=Oliver|last5=Riley|first5=Alison|last6=Ferguson|first6=Melanie A.|last7=Bird|first7=Jonathan E.|last8=McCabe|first8=Margaret M.|last9=Hood|first9=Linda J.|date=11 October 2016|title=Heritability of Non-Speech Auditory Processing Skills|url=|journal=European Journal of Human Genetics|volume=24|issue=8|pages=1137–1144|doi=10.1038/ejhg.2015.277|issn=1018-4813|pmc=4872837|pmid=26883091|last10=Drayna|first10=Dennis|last11=Griffith|first11=Andrew J.|last12=Morell|first12=Robert J.|last13=Friedman|first13=Thomas B.|last14=Moore|first14=David R.}}
*{{cite journal|last1=Mascheretti|first1=S.|last2=De Luca|first2=A.|last3=Trezzi|first3=V.|last4=Peruzzo|first4=D.|last5=Nordio|first5=A.|last6=Marino|first6=C.|last7=Arrigoni|first7=F.|date=3 January 2017|title=Neurogenetics of developmental dyslexia: from genes to behavior through brain neuroimaging and cognitive and sensorial mechanisms|journal=Translational Psychiatry|language=en|volume=7|issue=1|pages=e987|doi=10.1038/tp.2016.240|pmid=28045463|pmc=5545717}}
*{{cite journal|last1=Fraga González|first1=Gorka|last2=Žarić|first2=Gojko|last3=Tijms|first3=Jurgen|last4=Bonte|first4=Milene|last5=van der Molen|first5=Maurits W.|date=18 January 2017|title=Contributions of Letter-Speech Sound Learning and Visual Print Tuning to Reading Improvement: Evidence from Brain Potential and Dyslexia Training Studies|url=|journal=Brain Sciences|volume=7|issue=1|pages=10|doi=10.3390/brainsci7010010|pmc=5297299|pmid=28106790|accessdate=}}
*{{cite journal|last1=Rudov|first1=A|last2=Rocchi|first2=MB|last3=Accorsi|first3=A|last4=Spada|first4=G|last5=Procopio|first5=AD|last6=Olivieri|first6=F|last7=Rippo|first7=MR|last8=Albertini|first8=MC|date=October 2013|title=Putative miRNAs for the diagnosis of dyslexia, dyspraxia, and specific language impairment.|journal=Epigenetics|volume=8|issue=10|pages=1023–9|doi=10.4161/epi.26026|issn=1559-2308|pmid=23949389|pmc=3891682}}
*{{cite journal|last1=Vágvölgyi|first1=R|last2=Coldea|first2=A|last3=Dresler|first3=T|last4=Schrader|first4=J|last5=Nuerk|first5=HC|date=2016|title=A Review about Functional Illiteracy: Definition, Cognitive, Linguistic, and Numerical Aspects|url=|journal=Frontiers in Psychology|volume=7|pages=1617|doi=10.3389/fpsyg.2016.01617|pmc=5102880|pmid=27891100|accessdate=}}
{{refend}}</text>
      <sha1>k8ewrh56y4xiwscftlxf1bz5bliyaq3</sha1>
    </revision>
  </page>
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    <title>WikiJournal of Medicine/Hepatitis E</title>
    <ns>0</ns>
    <id>241547</id>
    <revision>
      <id>2408477</id>
      <parentid>2345865</parentid>
      <timestamp>2022-07-21T22:11:56Z</timestamp>
      <contributor>
        <username>Bobamnertiopsis</username>
        <id>24451</id>
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      <minor />
      <comment>+dois where available</comment>
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      <text bytes="52613" xml:space="preserve">{{Article info
| journal = WikiJournal of Medicine
| last1 = Anis
| first1 = Ozzie
| orcid1 = 0000-0002-4061-2429
| correspondence1 = by [[w:Special:EmailUser/Ozzie10aaaa|online form]]
| et_al = true
| submitted = 30 October 2018
| accepted = 27 July 2019
| doi = 10.15347/wjm/2019.003
| keywords = Hepatitis, outbreak
| w1 = Hepatitis_E
| pdf = https://upload.wikimedia.org/wikiversity/en/c/ca/Hepatitis_E.pdf
| abstract =
'''Hepatitis E''' is inflammation of the liver caused by [[w:infection|infection]] with the [[w:hepatitis E virus|hepatitis E virus]].&lt;ref&gt;{{cite web|title=Hepatitis E: Background, Etiopathophysiology, Epidemiology |url=https://emedicine.medscape.com/article/178140-overview |publisher=Medscape |website=medscape.com|date=13 March 2019}}&lt;/ref&gt;&lt;ref name=&quot;emer&quot;&gt;{{cite journal |last1=Kamar |first1=Nassim |last2=Dalton |first2=Harry R. |last3=Abravanel |first3=Florence |last4=Izopet |first4=Jacques |title=Hepatitis E Virus Infection |journal=Clinical Microbiology Reviews |date=2014 |volume=27 |issue=1 |pages=116–138 |doi=10.1128/CMR.00057-13 |pmid=24396139 |pmc=3910910 |issn=0893-8512}}&lt;/ref&gt; It is one of five known human [[w:hepatitis|hepatitis]] viruses: [[w:hepatitis A|A]], [[w:hepatitis B|B]], [[w:hepatitis C|C]], [[w:hepatitis D|D]], and E. HEV is a [[w:Sense (molecular biology)|positive-sense]], single-stranded, nonenveloped, RNA icosahedral [[w:virus|virus]]. HEV has mainly a fecal-oral transmission route.&lt;ref&gt;{{cite web |title=What is hepatitis? |url=https://www.who.int/features/qa/76/en/ |publisher=WHO |website=www.who.int|access-date=17 April 2019}}&lt;/ref&gt;&lt;ref name=&quot;hepe&quot;&gt;{{cite web |title=Hepatitis E |url=https://www.who.int/en/news-room/fact-sheets/detail/hepatitis-e |website=www.who.int |publisher=WHO|accessdate= 17 April 2019|language=en}}&lt;/ref&gt;&lt;ref&gt;{{cite book |last1=Weston |first1=Debbie |last2=Burgess |first2=Alison |last3=Roberts |first3=Sue |title=Infection Prevention and Control at a Glance |date=2016 |publisher=John Wiley &amp; Sons |isbn=9781118973554 |page=12 |url=https://books.google.com/?id=IyYPDQAAQBAJ&amp;pg=PA12&amp;dq=.+Hepatitis+virus+is+a+positive-sense,+single-stranded,+non+enveloped,+RNA+icosahedral+virus#v=onepage&amp;q=.%20Hepatitis%20virus%20is%20a%20positive-sense%2C%20single-stranded%2C%20non%20enveloped%2C%20RNA%20icosahedral%20virus&amp;f=false |accessdate= |language=en}}&lt;/ref&gt; Infection with this virus was first documented in 1955 during an outbreak in [[w:New Delhi|New Delhi]], [[w:India|India]].&lt;ref&gt;{{cite journal |last1=Kumar |first1=Subrat |last2=Subhadra |first2=Subhra |last3=Singh |first3=Bhupinder |last4=Panda |first4=B.K. |title=Hepatitis E virus: the current scenario |journal=International Journal of Infectious Diseases |date=April 2013 |volume=17 |issue=4 |pages=e228–e233 |doi=10.1016/j.ijid.2012.11.026 |pmid=23313154 |url=https://www.ijidonline.com/article/S1201-9712(12)01319-7/fulltext |accessdate=|language=English |issn=1201-9712}}&lt;/ref&gt; A [[w:Prophylaxis#Prophylaxis|preventive vaccine]] (HEV 239) is approved for use in [[w:China|China]].&lt;ref&gt;{{Cite journal| last = Li| first = Shao-Wei| last2 = Zhao| first2 = Qinjian| last3 = Wu| first3 = Ting| last4 = Chen| first4 = Shu| last5 = Zhang| first5 = Jun| last6 = Xia| first6 = Ning-Shao| date = 2015-02-25| title = The development of a recombinant hepatitis E vaccine HEV 239| journal = Human Vaccines &amp; Immunotherapeutics| volume = 11| issue = 4| pages = 908–914| doi = 10.1080/21645515.2015.1008870| issn = 2164-5515| pmc = 4514148| pmid = 25714510}}&lt;/ref&gt;

Although hepatitis E often causes an acute and [[w:Self-limiting (biology)|self-limiting infection]] (the viral infection is temporary and the individual recovers) with low death rates in the western world, it bears a high risk of developing chronic hepatitis in people with a [[w:Immunocompromised|weakened immune system]] with substantially higher death rates. [[w:Organ transplant|Organ transplant]] recipients who receive medications to weaken the immune system and prevent organ rejection are thought to be the main population at risk for chronic hepatitis E.&lt;ref name=&quot;Zhou X, de Man RA, de Knegt RJ, Metselaar HJ, Peppelenbosch MP, Pan Q. 2013 295–304&quot;&gt;{{cite journal |author=Zhou X, de Man RA, de Knegt RJ, Metselaar HJ, Peppelenbosch MP, Pan Q.|title=Epidemiology and management of chronic hepatitis E infection in solid organ transplantation: a comprehensive literature review |journal=Rev Med Virol. |volume=23 |issue=5 |pages=295–304 |year=2013|pmid=23813631 |doi=10.1002/rmv.1751|last2=De Man |last3=De Knegt |last4=Metselaar |last5=Peppelenbosch |last6=Pan }}&lt;/ref&gt;

Hepatitis E infection has a clinical course comparable to hepatitis A, but in [[w:Pregnancy|pregnant women]], the disease is more often severe and is associated with a clinical syndrome called [[w:fulminant liver failure|fulminant liver failure]]. Pregnant women, especially those in the third trimester, have a higher rate of death from the disease of around 20%.&lt;ref name=pregn/&gt;&lt;ref name=cdchev/&gt;&lt;ref name=hepe/&gt; In total there are 8 genotypes; genotypes 3 and 4 cause chronic hepatitis in the immunosuppressed.&lt;ref&gt;{{cite journal |last1=Dalton |first1=Harry R. |last2=Kamar |first2=Nassim |last3=Baylis |first3=Sally A. |last4=Moradpour |first4=Darius |last5=Wedemeyer |first5=Heiner |last6=Negro |first6=Francesco |title=EASL Clinical Practice Guidelines on hepatitis E virus infection |journal=Journal of Hepatology |date=June 2018 |volume=68 |issue=6 |pages=1256–1271 |doi=10.1016/j.jhep.2018.03.005 |pmid=29609832 |url=https://www.journal-of-hepatology.eu/article/S0168-8278(18)30155-7/fulltext |accessdate=}}&lt;/ref&gt;&lt;ref name=&quot;gen8&quot;&gt;{{cite journal |last1=Sridhar |first1=Siddharth |last2=Teng |first2=Jade L. L. |last3=Chiu |first3=Tsz-Ho |last4=Lau |first4=Susanna K. P. |last5=Woo |first5=Patrick C. Y. |title=Hepatitis E Virus Genotypes and Evolution: Emergence of Camel Hepatitis E Variants |journal=International Journal of Molecular Sciences |date=20 April 2017 |volume=18 |issue=4 |pages=869 |doi=10.3390/ijms18040869 |pmid=28425927 |pmc=5412450 |issn=1422-0067}}&lt;/ref&gt; Hepatitis E incidence in 2017 was more than 19 million.&lt;ref&gt;{{cite journal |title=Global, regional, and national incidence, prevalence, and years lived with disability for 354 diseases and injuries for 195 countries and territories, 1990-2017: a systematic analysis for the Global Burden of Disease Study 2017 |journal=Lancet (London, England) |date=10 November 2018 |volume=392 |issue=10159 |pages=1789–1858 |doi=10.1016/S0140-6736(18)32279-7 |pmid=30496104 |pmc=6227754 |issn=1474-547X|author1=GBD 2017 Disease Injury Incidence Prevalence Collaborators }}&lt;/ref&gt;
}}

==Signs and symptoms==

===Acute infection===
The incubation period of hepatitis E varies from 3 to 8 weeks. After a short [[w:Prodrome|prodromal phase]] symptoms lasting from days to weeks follow. They may include [[w:jaundice|jaundice]], fatigue, and [[w:nausea|nausea]], though the majority of HEV infections are asymptomatic. The symptomatic phase coincides with elevated hepatic [[w:aminotransferase|aminotransferase]] levels.&lt;ref name=Hoofnagle2012&gt;{{Cite journal | last1 = Hoofnagle | first1 = J. H. | last2 = Nelson | first2 = K. E. | last3 = Purcell | first3 = R. H. | doi = 10.1056/NEJMra1204512 | title = Hepatitis E | journal = New England Journal of Medicine | volume = 367 | issue = 13 | pages = 1237–1244 | year = 2012 | pmid =  23013075| pmc = | subscription=yes }}&lt;/ref&gt;&lt;ref&gt;{{cite web |title=Facts about hepatitis E |url=https://ecdc.europa.eu/en/hepatitis-e/facts |website=ecdc.europa.eu|publisher=European Centre for Disease Prevention and Control |access-date=17 April 2019 |language=en}}&lt;/ref&gt;

Viral RNA becomes detectable in [[w:Human feces|stool]] and blood serum during the incubation period. Serum IgM and IgG [[w:antibodies|antibodies]] against HEV appear just before the onset of clinical symptoms. Recovery leads to virus clearance from the blood, while the virus may persist in stool for much longer. Recovery is also marked by disappearance of IgM antibodies and increase of levels of IgG antibodies.&lt;ref name=hepe/&gt;&lt;ref name=Hoofnagle2012/&gt;

===Chronic infection===

While usually an acute disease, in [[w:immunocompromised|immunocompromised]] subjects—particularly in solid organ transplant patients—hepatitis E may cause a chronic [[w:infection|infection]].&lt;ref name=Bonnet2012&gt;{{Cite journal | last1 = Bonnet | first1 = D. | last2 = Kamar | first2 = N. | last3 = Izopet | first3 = J. | last4 = Alric | first4 = L. | title = L'hépatite virale E : Une maladie émergente | doi = 10.1016/j.revmed.2012.01.017 | journal = La Revue de Médecine Interne | volume = 33 | issue = 6 | pages = 328–334 | year = 2012 | pmid = 22405325 | pmc = }}&lt;/ref&gt; Occasionally this may cause a life threatening complication such as fulminant liver failure or liver cirrhosis.&lt;ref&gt;{{Cite journal| last = Behrendt| first = Patrick| last2 = Steinmann| first2 = Eike| last3 = Manns| first3 = Michael P.| last4 = Wedemeyer| first4 = Heiner| date = 2014-12-01| title = The impact of hepatitis E in the liver transplant setting| journal = Journal of Hepatology| volume = 61| issue = 6| pages = 1418–1429| doi = 10.1016/j.jhep.2014.08.047| pmid = 25195557}}&lt;/ref&gt;&lt;ref&gt;{{cite journal |last1=Kamar |first1=Nassim |last2=Pischke |first2=Sven |title=Acute and Persistent Hepatitis E Virus Genotype 3 and 4 Infection: Clinical Features, Pathogenesis, and Treatment |journal=Cold Spring Harbor Perspectives in Medicine |volume=9 |issue=7 |pages=a031872 |date=7 May 2018 |doi=10.1101/cshperspect.a031872 |pmid=29735575 |issn=2157-1422}}&lt;/ref&gt;

===Other organs===
Infection with hepatitis E virus can also lead to problems in other organs. For some of these reported conditions the relationship is tenuous, but for several neurological and blood conditions the relationship appears causal:&lt;ref&gt;{{cite journal|last1=Bazerbachi|first1=F|last2=Haffar|first2=S|last3=Garg|first3=SK|last4=Lake|first4=JR|title=Extra-hepatic manifestations associated with hepatitis E virus infection: a comprehensive review of the literature.|journal=Gastroenterology Report|date=February 2016|volume=4|issue=1|pages=1–15|pmc=4760069|doi=10.1093/gastro/gov042|pmid=26358655}}&lt;/ref&gt;&lt;ref name=juarez/&gt;&lt;ref&gt;{{cite journal |last1=Kamar |first1=Nassim |last2=Bendall |first2=Richard P. |last3=Peron |first3=Jean Marie |last4=Cintas |first4=Pascal |last5=Prudhomme |first5=Laurent |last6=Mansuy |first6=Jean Michel |last7=Rostaing |first7=Lionel |last8=Keane |first8=Frances |last9=Ijaz |first9=Samreen |last10=Izopet |first10=Jacques |last11=Dalton |first11=Harry R. |title=Hepatitis E virus and neurologic disorders |journal=Emerging Infectious Diseases |date=2011 |volume=17 |issue=2 |pages=173–179 |doi=10.3201/eid1702.100856 |pmid=21291585 |pmc=3298379 |issn=1080-6059}}&lt;/ref&gt;&lt;ref&gt;{{cite journal |last1=Dalton |first1=Harry R. |last2=Kamar |first2=Nassim |last3=van Eijk |first3=Jeroen J. J. |last4=Mclean |first4=Brendan N. |last5=Cintas |first5=Pascal |last6=Bendall |first6=Richard P. |last7=Jacobs |first7=Bart C. |title=Hepatitis E virus and neurological injury |journal=Nature Reviews Neurology |date=29 December 2015 |volume=12 |issue=2 |pages=77–85 |doi=10.1038/nrneurol.2015.234 |pmid=26711839 |issn=1759-4766}}&lt;/ref&gt;
* [[w:Acute pancreatitis|Acute pancreatitis]]
* Neurological complications include [[w:Guillain-Barré syndrome|Guillain-Barré syndrome]] (acute limb weakness due to nerve involvement), [[w:Parsonage–Turner syndrome|neuralgic amyotrophy]] (arm and shoulder weakness, also known as Parsonage-Turner syndrome), acute [[w:Transverse myelitis|transverse myelitis]] and acute [[w:meningoencephalitis|meningoencephalitis]].
* [[w:Glomerulonephritis|Glomerulonephritis]] with [[w:nephrotic syndrome|nephrotic syndrome]] and/or cryoglobulinemia
* Mixed [[w:cryoglobulinemia|cryoglobulinemia]], where antibodies in the bloodstream react inappropriately at low temperatures
* Severe [[w:thrombocytopenia|thrombocytopenia]] (low platelet count in the blood) which confers a risk of dangerous bleeding

=== Infection in pregnancy ===
Pregnant women show a more severe course of infection than other populations. Mortality rates of 20% to 25% and hepatic failure have been reported from outbreaks of genotype 1 and 2 HEV in developing countries. Besides signs of an acute infections, adverse maternal and fetal outcomes may include [[w:preterm delivery|preterm delivery]], abortion, [[w:stillbirth|stillbirth]], and intrauterine fetal and neonatal death.&lt;ref&gt;{{Cite journal|title=Wiley Online Library|doi=10.1016/j.ijgo.2003.11.018 |pmid=15145258| volume=85|issue=3|year=2004|journal=International Journal of Gynecology &amp; Obstetrics|pages=240–244|author=Kumar A., Beniwal M., Kar P., Sharma J.B., Murthy N.S.}}&lt;/ref&gt;&lt;ref name=&quot;pregn&quot;&gt;{{Cite journal|last=Patra|first=Sharda|last2=Kumar|first2=Ashish|last3=Trivedi|first3=Shubha Sagar|last4=Puri|first4=Manju|last5=Sarin|first5=Shiv Kumar|date=2007-07-03|title=Maternal and Fetal Outcomes in Pregnant Women with Acute Hepatitis E Virus Infection|journal=Annals of Internal Medicine|language=en|volume=147|issue=1|doi=10.7326/0003-4819-147-1-200707030-00005|pmid=17606958|issn=0003-4819|page=28}}&lt;/ref&gt;&lt;ref&gt;{{cite journal |last1=Khuroo |first1=Mohammad S. |last2=Khuroo |first2=Mehnaaz S. |last3=Khuroo |first3=Naira S. |title=Transmission of Hepatitis E Virus in Developing Countries |journal=Viruses |date=20 September 2016 |volume=8 |issue=9 |pages=253 |doi=10.3390/v8090253 |pmid=27657112 |pmc=5035967 |issn=1999-4915}}&lt;/ref&gt;

The pathologic and biologic mechanisms behind the adverse outcomes of [[w:pregnancy|pregnancy]] infections remain largely unclear so far. Mainly, increased [[w:viral replication|viral replication]] and influence of hormonal changes on the immune system have been discussed lately.&lt;ref name=perez/&gt; Furthermore, studies showing evidence for viral replication in the placenta or reporting the full [[w:viral life cycle|viral life cycle]] in placental-derived cells in vitro implicate the human [[w:placenta|placenta]] as site of extra-hepatic replication.&lt;ref&gt;{{Cite journal|last=Bose|first=Purabi Deka|last2=Das|first2=Bhudev Chandra|last3=Hazam|first3=Rajib Kishore|last4=Kumar|first4=Ashok|last5=Medhi|first5=Subhash|last6=Kar|first6=Premashis|date=2014|title=Evidence of extrahepatic replication of hepatitis E virus in human placenta|journal=Journal of General Virology|volume=95|issue=6|pages=1266–1271|doi=10.1099/vir.0.063602-0|pmid=24622580}}&lt;/ref&gt;

==Virology==

===Classification===
HEV is classified into the family Hepeviridae, which is divided in two genera, Orthohepevirus (all mammalian and avian HEV isolates) and Piscihepevirus (cutthroat trout HEV).&lt;ref name=&quot;perez&quot;&gt;{{cite journal |last1=Pérez-Gracia |first1=María Teresa |last2=Suay-García |first2=Beatriz |last3=Mateos-Lindemann |first3=María Luisa |title=Hepatitis E and pregnancy: current state |journal=Reviews in Medical Virology |volume=27 |issue=3 |pages=e1929 |date=20 March 2017 |doi=10.1002/rmv.1929 |pmid=28318080 |issn=1099-1654}}&lt;/ref&gt; Only one [[w:serotype|serotype]] of the virus is known,  and classification is based on the [[w:nucleotide|nucleotide]] sequences of the genome.&lt;ref&gt;{{Cite journal| last = Pérez-Gracia| first = María Teresa| last2 = García| first2 = Mario| last3 = Suay| first3 = Beatriz| last4 = Mateos-Lindemann| first4 = María Luisa| date = 2015-06-28| title = Current Knowledge on Hepatitis E| journal = Journal of Clinical and Translational Hepatology| volume = 3| issue = 2| pages = 117–126| doi = 10.14218/JCTH.2015.00009| issn = 2225-0719| pmc = 4548356| pmid = 26355220}}&lt;/ref&gt; [[w:Genotype|Genotype]] 1 has been classified into five subtypes,&lt;ref name=&quot;wang&quot;&gt;{{cite book |editor1-last=Wang |editor1-first=Youchun |title=Hepatitis E Virus |date=2016 |publisher=Springer |isbn=9789402409420 |page=75 |url=https://books.google.com/?id=B3hCDQAAQBAJ&amp;pg=PA75&amp;dq=Hepatitis+E+genotype+1+has+5+subtypes#v=onepage&amp;q=Hepatitis%20E%20genotype%201%20has%205%20subtypes&amp;f=false |doi=10.1007/978-94-024-0942-0_5|chapter=Genetic Evolution of Hepatitis E Virus|first1=Yulin |last1=Zhang|first2= Wanyun|last2= Gong|first3= Hang|last3= Zeng|first4= Ling|last4= Wang}}&lt;/ref&gt; genotype 2 into two subtypes,&lt;ref name=wang/&gt;&lt;sup&gt;pg 10&lt;/sup&gt; and genotypes 3 and 4 have been divided into 10&lt;ref name=&quot;boyer&quot;&gt;{{cite book |last1=Boyer |first1=Thomas D. |last2=Manns |first2=Michael Peter |last3=Sanyal |first3=Arun J. |last4=Zakim |first4=David |title=Zakim and Boyer's Hepatology: A Textbook of Liver Disease |date=2012 |publisher=Elsevier Health Sciences |isbn=978-1437708813 |page=609 |url=https://books.google.com/?id=zjYof6MJZkkC&amp;pg=PA609&amp;dq=Hepatitis+E+genotype+3+has+10+subtypes#v=onepage&amp;q=Hepatitis%20E%20genotype%203%20has%2010%20subtypes&amp;f=false |language=en}}&lt;/ref&gt; and seven subtypes.&lt;ref name=boyer/&gt; Additionally there are  genotypes 5, 6, 7 and 8.&lt;ref name= gen8/&gt; Rat HEV was first isolated from Norway rats in Germany,&lt;ref&gt;{{cite journal |last1=Johne |first1=Reimar |last2=Heckel |first2=Gerald |last3=Plenge-Bönig |first3=Anita |last4=Kindler |first4=Eveline |last5=Maresch |first5=Christina |last6=Reetz |first6=Jochen |last7=Schielke |first7=Anika |last8=Ulrich |first8=Rainer G. |title=Novel hepatitis E virus genotype in Norway rats, Germany |journal=Emerging Infectious Diseases |date=2010 |volume=16 |issue=9 |pages=1452–1455 |doi=10.3201/eid1609.100444 |pmid=20735931 |pmc=3294985 |issn=1080-6059}}&lt;/ref&gt; a 2018 CDC article indicated the  detection of rat HEV RNA in a transplant recipient.&lt;ref&gt;{{cite journal |last1=Sridhar |first1=Siddharth |last2=Yip |first2=Cyril C.Y. |last3=Wu |first3=Shusheng |last4=Cai |first4=Jianpiao |last5=Zhang |first5=Anna Jin-Xia |last6=Leung |first6=Kit-Hang |last7=Chung |first7=Tom W.H. |last8=Chan |first8=Jasper F.W. |last9=Chan |first9=Wan-Mui |last10=Teng |first10=Jade L.L. |last11=Au-Yeung |first11=Rex K.H. |last12=Cheng |first12=Vincent C.C. |last13=Chen |first13=Honglin |last14=Lau |first14=Susanna K.P. |last15=Woo |first15=Patrick C.Y. |last16=Xia |first16=Ning-Shao |last17=Lo |first17=Chung-Mau |last18=Yuen |first18=Kwok-Yung |title=Rat Hepatitis E Virus as Cause of Persistent Hepatitis after Liver Transplant |journal=Emerging Infectious Diseases |date=December 2018 |volume=24 |issue=12 |pages=2241–2250 |doi=10.3201/eid2412.180937 |pmid=30457530 |pmc=6256372 |language=en-us}}&lt;/ref&gt;

====Distribution====
*'''Genotype 1 '''has been isolated from tropical and several subtropical countries in [[w:Asia|Asia]] and [[w:Africa|Africa]].&lt;ref name=&quot;gen&quot;&gt;{{Cite journal| last = Song| first = Yoon-Jae| date = 2010-11-01| title = Studies of hepatitis E virus genotypes| journal = The Indian Journal of Medical Research| volume = 132| issue = 5| pages = 487–488| issn = 0971-5916| pmc = 3028963| pmid = 21149996}}&lt;/ref&gt; 
*'''Genotype 2 '''has been isolated from [[w:Mexico|Mexico]], [[w:Nigeria|Nigeria]], and [[w:Chad|Chad]].&lt;ref&gt;{{Cite journal| last = Pelosi| first = E| last2 = Clarke| first2 = I| date = 2008-11-07| title = Hepatitis E: a complex and global disease| journal = Emerging Health Threats Journal| volume = 1| pages = e8| doi = 10.3134/ehtj.08.008| issn = 1752-8550| pmc = 3167588| pmid = 22460217}}&lt;/ref&gt;
*'''Genotype 3''' has been isolated almost worldwide including Asia, [[w:Europe|Europe]], [[w:Oceania|Oceania]], and [[w:North America|North]] and [[w:South America|South America]].&lt;ref&gt;{{cite report|last1=Hepatitis E Vaccine Working Group |title=Recommendations of HEV Working Group on the use of hepatitis E vaccine |url=http://www.who.int/immunization/sage/meetings/2014/october/3_Hep_E_vacc_WG_SAGE_Recs_final_1Oct2014.pdf |website=www.who.int|publisher=WHO |date=1 October 2014}}&lt;/ref&gt;
*'''Genotype 4''' appears to be limited to Asia and indigenous cases from Europe.&lt;ref name=gen/&gt;&lt;ref&gt;{{cite book |last1=Guerrant |first1=Richard L. |last2=Walker |first2=David H. |last3=Weller |first3=Peter F. |title=Tropical Infectious Diseases: Principles, Pathogens and Practice (Expert Consult - Online and Print) |date=2011 |publisher=Elsevier Health Sciences |isbn=9781437737776 |page=424 |url=https://books.google.com/?id=A7GVvFh4WZwC&amp;pg=PA424&amp;dq=Asia++HEV+genotype+4#v=onepage&amp;q=Asia%20%20HEV%20genotype%204&amp;f=false |accessdate= |language=en}}&lt;/ref&gt;&lt;ref&gt;{{cite journal |last1=Echevarría |first1=José-Manuel |title=Autochthonous Hepatitis E Virus Infection in Europe: A Matter of Concern for Public Health? |journal=Journal of Clinical and Translational Hepatology |date=2014 |volume=2 |issue=1 |pages=7–14 |doi=10.14218/JCTH.2013.00027 |pmid=26357613 |pmc=4521255 |issn=2225-0719}}&lt;/ref&gt;

Genotypes 1 and 2 are restricted to humans and often associated with large outbreaks and epidemics in developing countries with poor sanitation conditions.&lt;ref name=gen/&gt; Genotypes 3 and 4 infect humans, pigs, and other animal species and have been responsible for sporadic cases of hepatitis E in both developing and industrialized countries.&lt;ref&gt;{{Cite journal| last = Meng| first = X. J.| date = 2010-01-27| title = Hepatitis E virus: Animal Reservoirs and Zoonotic Risk| journal = Veterinary Microbiology| volume = 140| issue = 3–4| pages = 256–65| doi = 10.1016/j.vetmic.2009.03.017| issn = 0378-1135| pmc = 2814965| pmid = 19361937}}&lt;/ref&gt;&lt;ref&gt;{{cite journal |last1=Woolson |first1=K. L. |last2=Forbes |first2=A. |last3=Vine |first3=L. |last4=Beynon |first4=L. |last5=McElhinney |first5=L. |last6=Panayi |first6=V. |last7=Hunter |first7=J. G. |last8=Madden |first8=R. G. |last9=Glasgow |first9=T. |last10=Kotecha |first10=A. |last11=Dalton |first11=H. C. |last12=Mihailescu |first12=L. |last13=Warshow |first13=U. |last14=Hussaini |first14=H. S. |last15=Palmer |first15=J. |last16=Mclean |first16=B. N. |last17=Haywood |first17=B. |last18=Bendall |first18=R. P. |last19=Dalton |first19=H. R. |title=Extra-hepatic manifestations of autochthonous hepatitis E infection |journal=Alimentary Pharmacology &amp; Therapeutics |date=2014 |volume=40 |issue=11–12 |pages=1282–1291 |doi=10.1111/apt.12986 |pmid=25303615 |language=en |issn=1365-2036}}&lt;/ref&gt;

In the United Kingdom, the [[w:Department for Environment, Food and Rural Affairs|Department for Environment, Food and Rural Affairs]]  said that the number of human hepatitis E cases increased by 39% between 2011 and 2012.&lt;ref name=obserrver20130921&gt;{{cite news | url=https://www.theguardian.com/lifeandstyle/2013/sep/21/chefs-pork-pink | title=Chefs fight for the right to serve their pork pink | work=The Observer newspaper | date=21 September 2013 | accessdate= | author=Doward, Jamie}}&lt;/ref&gt;

===Transmission===
[[file:Hepatitis E Virus in Pork Liver Sausage.jpg|thumb|370px|Hepatitis E virus in pork liver sausage (the arrows in panel A point to the virion, those in B, C &amp; D point to bound gold nanoparticles used in virus detection) {{attrib|Alessandra Berto, et al/CDC U.S.|public domain}}]]

Hepatitis E is widespread in Southeast Asia, northern and central Africa, India, and Central America.&lt;ref&gt;{{Cite book| url = https://books.google.com/books?id=BBPOBQAAQBAJ| title = Molecular Detection of Human Viral Pathogens| last = Liu| first = Dongyou| date = 2010-11-23| publisher = CRC Press|page=102| isbn = 9781439812372| language = en}}&lt;/ref&gt; It is spread mainly by the [[w:fecal-oral route|fecal-oral route]] due to fecal contamination of water supplies or food; person-to-person transmission is uncommon.&lt;ref name=tran/&gt; Genotypes 1 and 2 cause outbreaks, while the other genotypes cause sporadic cases.&lt;ref&gt;{{cite journal |last1=Dai |first1=Xing |last2=Dong |first2=Chen |last3=Zhou |first3=Zhenxian |last4=Liang |first4=Jiuhong |last5=Dong |first5=Min |last6=Yang |first6=Yan |last7=Fu |first7=Jianguang |last8=Tian |first8=Hua |last9=Wang |first9=Song |last10=Fan |first10=Jie |last11=Meng |first11=Jihong |last12=Purdy |first12=Michael A. |title=Hepatitis E Virus Genotype 4, Nanjing, China, 2001–2011 |journal=Emerging Infectious Diseases |date=2013 |volume=19 |issue=9 |pages=1528–1530 |doi=10.3201/eid1909.130013 |pmid=23965731 |pmc=3810912 |issn=1080-6040}}&lt;/ref&gt;

As mentioned, the incubation period following exposure to the hepatitis E virus ranges from 3 to 8 weeks, with a mean of 40 days.&lt;ref name=&quot;tran&quot;&gt;{{cite web|title=Hepatitis E Fact sheet|url=http://www.who.int/mediacentre/factsheets/fs280/en/|publisher=WHO|accessdate= 17 April 2019|language=en}}&lt;/ref&gt; Outbreaks of epidemic hepatitis E most commonly occur after heavy rainfalls and [[w:monsoons|monsoons]] because of their disruption of water supplies.&lt;ref&gt;{{Cite book| url = https://books.google.com/books?id=bjcycxFpqEwC| title = Public Health and Infectious Diseases| last = Griffiths| first = Jeffrey| last2 = Maguire| first2 = James H.| last3 = Heggenhougen| first3 = Kristian| last4 = Quah| first4 = Stella R.| date = 2010-03-09| publisher = Elsevier| isbn = 9780123815071| language = en}}&lt;/ref&gt; Major outbreaks have occurred in New Delhi, India (30,000 cases in 1955–1956),&lt;ref name=&quot;wil&quot;&gt;{{Cite book| url = https://books.google.com/books?id=udw_K4RGUCAC| title = Wastewater Microbiology| last = Bitton| first = Gabriel| date = 2005-05-27| publisher = John Wiley &amp; Sons|page=132| isbn = 9780471717911| language = en|doi=10.1002/0471717967}}&lt;/ref&gt; [[w:Burma|Burma]] (20,000 cases in 1976–1977),&lt;ref&gt;{{Cite book| url = https://books.google.com/?id=UPjo6_FQI-EC&amp;pg=PA189&amp;dq=hepatitis+e+Burma+20,000+cases+in+1976#v=onepage&amp;q=hepatitis%2520e%2520Burma%252020%252C000%2520cases%2520in%25201976&amp;f=false| title = Microbial Zoonoses and Sapronoses| last = Hubálek| first = Zdenek| last2 = Rudolf| first2 = Ivo| date = 2010-11-25| publisher = Springer Science &amp; Business Media|page=189| isbn = 9789048196579| language = en|doi=10.1007/978-90-481-9657-9}}&lt;/ref&gt; [[w:Kashmir, India|Kashmir, India]] (52,000 cases in 1978),&lt;ref&gt;{{Cite journal| last = Khuroo| first = Mohammad Sultan| date = 2011-10-01| title = Discovery of hepatitis E: The epidemic non-A, non-B hepatitis 30 years down the memory lane| journal = Virus Research| series = Hepatitis E Viruses| volume = 161| issue = 1| pages = 3–14| doi = 10.1016/j.virusres.2011.02.007| pmid = 21320558}}&lt;/ref&gt; [[w:Kanpur, India|Kanpur, India]] (79,000 cases in 1991),&lt;ref name=wil/&gt; and China (100,000 cases between 1986 and 1988).&lt;ref&gt;{{Cite journal| last = Cowie| first = Benjamin C.| last2 = Adamopoulos| first2 = Jim| last3 = Carter| first3 = Karen| last4 = Kelly| first4 = Heath| date = 2005-03-01| title = Hepatitis E Infections, Victoria, Australia| journal = Emerging Infectious Diseases| volume = 11| issue = 3| pages = 482–484| doi = 10.3201/eid1103.040706| issn = 1080-6040| pmc = 3298235| pmid = 15757573}}&lt;/ref&gt; According to Rein et al., HEV genotypes 1 and 2 caused some  20.1 million Hepatitis E infections, along with 3.4 million cases of symptomatic disease, and 70,000 deaths in 2005; however the aforementioned paper  did not estimate the burden of genotypes 3 and 4.&lt;ref&gt;{{cite journal |last1=Rein |first1=David B. |last2=Stevens |first2=Gretchen A. |last3=Theaker |first3=Jordan |last4=Wittenborn |first4=John S. |last5=Wiersma |first5=Steven T. |title=The global burden of hepatitis E virus genotypes 1 and 2 in 2005 |journal=Hepatology |date=2012 |volume=55 |issue=4 |pages=988–997 |doi=10.1002/hep.25505 |language=en |issn=1527-3350}}&lt;/ref&gt;

According to the Department for Environment, Food and Rural Affairs, evidence indicated the increase in hepatitis E in the U.K. was due to food-borne [[w:zoonoses|zoonoses]], citing a study that found in the U.K. that 10% of pork sausages contained the Hepatitis E virus. Some research suggests that food must reach a temperature of 70&amp;nbsp;°C for 20 minutes to eliminate the risk of infection. The [[w:Animal Health and Veterinary Laboratories Agency|Animal Health and Veterinary Laboratories Agency]] discovered hepatitis E in almost half of all pigs in Scotland.&lt;ref name=obserrver20130921/&gt;

Hepatitis E infection appeared to be more common in people on hemodialysis, although the specific risk factors for transmission are not clear.&lt;ref&gt;{{Cite journal| last = Haffar| first = Samir| last2 = Bazerbachi| first2 = Fateh| date = 2017-09-04| title = Systematic review with meta-analysis: the association between hepatitis E seroprevalence and haemodialysis| journal = Aliment Pharmacol Ther| volume = 46| issue = 9| pages = 790–799|  doi = 10.1111/apt.14285| pmid = 28869287}}&lt;/ref&gt;

===Animal reservoir===
The disease is thought to be a zoonosis in that animals are thought to be the source. Both deer and swine have been implicated.&lt;ref&gt;{{Cite journal| last = Pavio| first = Nicole| last2 = Meng| first2 = Xiang-Jin| last3 = Renou| first3 = Christophe| date = 2010-01-01| title = Zoonotic hepatitis E: animal reservoirs and emerging risks| journal = Veterinary Research| volume = 41| issue = 6| doi = 10.1051/vetres/2010018| issn = 0928-4249| pmc = 2865210| pmid = 20359452| pages=46}}&lt;/ref&gt;
Domestic animals have been reported as a reservoir for the hepatitis E virus, with some surveys showing infection rates exceeding 95% among domestic pigs.&lt;ref&gt;{{cite journal |author=Satou K, Nishiura H |title=Transmission Dynamics of Hepatitis E Among Swine: Potential Impact upon Human Infection |journal=BMC Vet. Res. |volume=3|pages=9 |year=2007 |pmid=17493260 |doi=10.1186/1746-6148-3-9 |pmc=1885244|last2=Nishiura }}&lt;/ref&gt;
Replicative virus has been found in the [[w:small intestine|small intestine]], [[w:lymph node|lymph node]]s, [[w:Colon (anatomy)|colon]], and [[w:liver|liver]] of experimentally infected [[w:pig|pig]]s. Transmission after consumption of [[w:wild boar|wild boar]] meat and uncooked deer meat has been reported as well.&lt;ref&gt;{{cite journal |vauthors=Li TC, Chijiwa K, Sera N |title=Hepatitis E Virus Transmission from Wild Boar Meat |journal=Emerging Infect. Dis. |volume=11 |issue=12 |pages=1958–60 |year=2005 |pmid=16485490 |doi=10.3201/eid1112.051041 |pmc=3367655 }}&lt;/ref&gt;  The rate of transmission to humans by this route and the public health importance of this are, however, still unclear.&lt;ref&gt;{{cite journal|author=Kuniholm MH &amp;amp; Nelson KE|title=Of Organ Meats and Hepatitis E Virus: One Part of a Larger Puzzle Is Solved|journal=J Infect Dis|year=2008|volume=198|issue=12|pages=1727–1728|doi=10.1086/593212|pmid=18983247}}&lt;/ref&gt;

A number of other small mammals have been identified as potential reservoirs: the lesser bandicoot rat (''[[w:Bandicota bengalensis|Bandicota bengalensis]]''), the black rat (''[[w:Rattus rattus|Rattus rattus]] brunneusculus'') and the Asian house shrew (''[[w:Suncus murinus|Suncus murinus]]''). A new virus designated rat hepatitis E virus has been isolated.&lt;ref&gt;{{cite journal |author=Johne R, Plenge-Bönig A, Hess M, Ulrich RG, Reetz J, Schielke A |title=Detection of a novel hepatitis E-like virus in faeces of wild rats using a nested broad-spectrum RT-PCR |journal=J. Gen. Virol. |volume=91 |issue=Pt 3 |pages=750–8 |date=March 2010 |pmid=19889929 |doi=10.1099/vir.0.016584-0 |url=http://vir.sgmjournals.org/cgi/pmidlookup?view=long&amp;pmid=19889929|last2=Plenge-Bönig |last3=Hess |last4=Ulrich |last5=Reetz |last6=Schielke }}&lt;/ref&gt;

===Genomics===
{{Main article|Wikipedia:Hepatitis E Virus}}
HEV has three [[w:Open reading frame|open reading frames (ORFs)]] encoding two polyproteins (O1 and O2 protein). ORF2 encodes three capsid proteins whereas O1 encodes seven fragments involved in viral replication, among others.&lt;ref&gt;{{cite book |last1=Balakrishnan |first1=V. |last2=Rajesh |first2=G. |title=Practical Gastroenterology |date=2016 |publisher=JP Medical Ltd |isbn=9789352501908 |page=195 |url=https://books.google.com/?id=5keJDAAAQBAJ&amp;pg=PA195&amp;dq=HEV++has+three+open+reading+frames#v=onepage&amp;q=HEV%20%20has%20three%20open%20reading%20frames&amp;f=false |accessdate=22 July 2019 |language=en}}&lt;/ref&gt;&lt;ref&gt;{{cite journal |last1=Cocquerel |first1=Laurence |last2=Dubuisson |first2=Jean |last3=Meuleman |first3=Philip |last4=d’Autume |first4=Valentin de Masson |last5=Farhat |first5=Rayan |last6=Aliouat-Denis |first6=Cécile-Marie |last7=Duvet |first7=Sandrine |last8=Saas |first8=Laure |last9=Wychowski |first9=Czeslaw |last10=Saliou |first10=Jean-Michel |last11=Sayed |first11=Ibrahim M. |last12=Montpellier |first12=Claire |last13=Ankavay |first13=Maliki |title=New insights into the ORF2 capsid protein, a key player of the hepatitis E virus lifecycle |journal=Scientific Reports |date=18 April 2019 |volume=9 |issue=1 |pages=6243 |doi=10.1038/s41598-019-42737-2 |pmid=31000788 |pmc=6472401 |language=en |issn=2045-2322|bibcode=2019NatSR...9.6243A }}&lt;/ref&gt;&lt;ref&gt;{{cite journal |last1=Ahmad |first1=Imran |last2=Holla |first2=R. Prasida |last3=Jameel |first3=Shahid |title=Molecular Virology of Hepatitis E Virus |journal=Virus Research |date=October 2011 |volume=161 |issue=1 |pages=47–58 |doi=10.1016/j.virusres.2011.02.011 |pmid=21345356 |pmc=3130092 |issn=0168-1702}}&lt;/ref&gt;

The smallest ORF of the HEV genome, ORF3 is translated from a subgenomic RNA into O3, a protein of 113–115 amino acids. ORF3 is proposed to play critical roles in immune evasion by HEV. Previous studies showed that ORF3 is bound to viral particles found in patient sera and produced in cell culture. Although in cultured cells ORF3 has not appeared essential for HEV RNA replication, viral assembly, or infection, it is required for particle release.&lt;ref&gt;{{cite journal |last1=Ding |first1=Qiang |last2=Heller |first2=Brigitte |last3=Capuccino |first3=Juan M. V. |last4=Song |first4=Bokai |last5=Nimgaonkar |first5=Ila |last6=Hrebikova |first6=Gabriela |last7=Contreras |first7=Jorge E. |last8=Ploss |first8=Alexander |title=Hepatitis E virus ORF3 is a functional ion channel required for release of infectious particles |journal=Proceedings of the National Academy of Sciences of the United States of America |date=2017 |volume=114 |issue=5 |pages=1147–1152 |doi=10.1073/pnas.1614955114 |pmid=28096411 |pmc=5293053 |issn=1091-6490}}&lt;/ref&gt;
 
[[file:Geldanamycin.svg|thumb|150px|Geldanamycin {{attrib|Calvero|public domain}} ]]
=== Virus lifecycle ===
The lifecycle of hepatitis E virus is unknown; the capsid protein obtains viral entry by binding to a cellular receptor. ORF2 (c-terminal) moderates viral entry by binding to HSC70.&lt;ref name=&quot;cao&quot;&gt;{{Cite journal| last = Cao| first = Dianjun| last2 = Meng| first2 = Xiang-Jin| date = 2012-08-22| title = Molecular biology and replication of hepatitis E virus| url = http://www.nature.com/emi/journal/v1/n8/full/emi20127a.html| journal = Emerging Microbes &amp; Infections| language = en| volume = 1| issue = 8| pages = e17| doi = 10.1038/emi.2012.7| pmc = 3630916| pmid = 26038426}}&lt;/ref&gt;&lt;ref name=&quot;pmid19622744&quot;&gt;{{cite journal|last=Tao|first=TS|author2=Liu, Z |author3=Ye, Q |author4=Mata, DA |author5=Li, K |author6=Yin, C |author7=Zhang, J |author8= Tao, YJ |title=Structure of the hepatitis E virus-like particle suggests mechanisms for virus assembly and receptor binding|journal=Proceedings of the National Academy of Sciences of the United States of America|date=Aug 4, 2009|volume=106|issue=31|pages=12992–7|pmid=19622744|bibcode=2009PNAS..10612992G|doi=10.1073/pnas.0904848106|pmc=2722310}}&lt;/ref&gt;

[[w:Geldanamycin|Geldanamycin]] blocks the transport of HEV239 capsid protein, but not the binding/entry of the truncated capsid protein, which indicates that HSP90 plays an important part in HEV transport.&lt;ref name=&quot;cao&quot; /&gt;

==Diagnosis==
In terms of the diagnosis of hepatitis E, only a laboratory test that confirms antibodies present for HEV RNA or HEV can be trusted as conclusive for the virus in any individual tested for it.&lt;ref name=cdchev/&gt;&lt;ref&gt;{{cite journal |last1=Aggarwal |first1=Rakesh |title=Diagnosis of hepatitis E |journal=Nature Reviews Gastroenterology &amp; Hepatology |date=2 October 2012 |volume=10 |issue=1 |pages=24–33 |doi=10.1038/nrgastro.2012.187 |language=En |issn=1759-5045}}subscription needed&lt;/ref&gt; In the United States no serologic tests for diagnosis of HEV infection have ever been authorized by the Food and Drug Administration.&lt;ref name=&quot;cdchev&quot;&gt;{{cite web |title=Hepatitis E Questions and Answers for Health Professionals  |url=https://www.cdc.gov/hepatitis/hev/hevfaq.htm |website=www.cdc.gov |publisher=CDC|language=en-us |date=13 June 2018}}&lt;/ref&gt; The World Health Organization has developed an international standard strain for detection and quantification of HEV RNA.&lt;ref&gt;{{cite journal |last1=Baylis |first1=Sally A. |last2=Blümel |first2=Johannes |last3=Mizusawa |first3=Saeko |last4=Matsubayashi |first4=Keiji |last5=Sakata |first5=Hidekatsu |last6=Okada |first6=Yoshiaki |last7=Nübling |first7=C. Micha |last8=Hanschmann |first8=Kay-Martin O. |title=World Health Organization International Standard to Harmonize Assays for Detection of Hepatitis E Virus RNA |journal=Emerging Infectious Diseases |date=May 2013 |volume=19 |issue=5 |pages=729–735 |doi=10.3201/eid1905.121845 |pmid=23647659 |pmc=3647515 |issn=1080-6040}}&lt;/ref&gt;

===Virological markers===
Assuming that vaccination has not occurred: 
*'''Positive Anti-HEV-IgM'''- with HEV-Ag and/or HEV-RNA ''positive'' indicates chronic infection, however if ''negative'' with Anti-HEV-Ag being 'positive' this indicates recent infection, if Anti-HEV-Ag is ''negative'' then there is cross reactivity.&lt;ref name=&quot;juarez&quot;&gt;{{cite journal |last1=Rivero-Juárez |first1=Antonio |last2=Aguilera |first2=Antonio |last3=Avellón |first3=Ana |last4=García-Deltoro |first4=Miguel |last5=García |first5=Federico |last6=Gortazar |first6=Christian |last7=Granados |first7=Rafael |last8=Macías |first8=Juan |last9=Merchante |first9=Nicolás |last10=Oteo |first10=José Antonio |last11=Pérez-Gracia |first11=María Teresa |last12=Pineda |first12=Juan Antonio |last13=Rivero |first13=Antonio |last14=Rodriguez-Lazaro |first14=David |last15=Téllez |first15=Francisco |last16=Morano-Amado |first16=Luis E. |title=Executive summary: Consensus document of the diagnosis, management and prevention of infection with the hepatitis E virus: Study Group for Viral Hepatitis (GEHEP) of the Spanish Society of Infectious Diseases and Clinical Microbiology (SEIMC) |journal=Enfermedades Infecciosas y Microbiologia Clinica |date=30 July 2018 |doi=10.1016/j.eimc.2018.06.014 |pmid=30072282 |issn=1578-1852}}&lt;/ref&gt;

*'''Negative Anti-HEV-IgM'''- with HEV-Ag and/or HEV-RNA ''positive'' as well as Anti-HEV-Ag ''positive'' then it is acute infection, if the latter is ''negative'' then it is dependent on time taken for seroconversion. If HEV-Ag and/or HEV-RNA is ''negative'' with Anti-HEV-Ag being 'positive' it is a past infection, if the latter is ''negative'' then infection is not present.&lt;ref name=juarez/&gt;

==Prevention==

===Sanitation===
[[w:Sanitation|Sanitation]] is the most important measure in prevention of hepatitis E; this consists of proper treatment and disposal of human waste, higher standards for public water supplies, improved personal hygiene procedures, and sanitary food preparation. Thus, prevention strategies of this disease are similar to those of many other diseases that plague developing nations.&lt;ref name=tran/&gt; Cooking meat at 71 degrees Celsius for 5 minutes kills the Hepatitis E virus.&lt;ref&gt;{{cite web |title=Hepatitis E Virus and Food |publisher= Food Safety Authority of Ireland |url=https://www.fsai.ie/faq/hepatitis_e.html |website=www.fsai.ie |date=11 July 2017}}&lt;/ref&gt;

===Blood products===
The amount of virus present in blood products required to cause transfunction-transmitted infection (TTI) appears variable. Transfusion transmission of Hepatitis E virus can be screened via minipool HEV NAT (Nucleic acid testing) screening.&lt;ref&gt;{{cite book |last1=Hillyer |first1=Christopher D. |last2=Shaz |first2=Beth H. |last3=Zimring |first3=James C. |last4=Abshire |first4=Thomas C. |title=Transfusion Medicine and Hemostasis: Clinical and Laboratory Aspects |date=2009 |publisher=Elsevier |isbn=9780080922300 |page=364 |url=https://books.google.com/?id=cGBaz0hp_fcC&amp;pg=PA364&amp;dq=Minipool+HEV+NAT+screening#v=onepage&amp;q=Minipool%20HEV%20NAT%20screening&amp;f=false |accessdate=|language=en}}&lt;/ref&gt;&lt;ref&gt;{{cite journal |last1=Dreier |first1=Jens |last2=Knabbe |first2=Cornelius |last3=Vollmer |first3=Tanja |title=Transfusion-Transmitted Hepatitis E: NAT Screening of Blood Donations and Infectious Dose |journal=Frontiers in Medicine |date=1 February 2018 |volume=5 |doi=10.3389/fmed.2018.00005 |pmc=5799287 |issn=2296-858X}}&lt;/ref&gt; NAT is a technique used to screen blood molecularly, when blood donations are received; it screens for TTI.&lt;ref&gt;{{cite journal |last1=Hans |first1=Rekha |last2=Marwaha |first2=Neelam |title=Nucleic acid testing-benefits and constraints |journal=Asian Journal of Transfusion Science |date=2014 |volume=8 |issue=1 |pages=2–3 |doi=10.4103/0973-6247.126679 |pmc=3943139 |issn=0973-6247}}&lt;/ref&gt;

===Vaccines===
A vaccine based on [[w:Protein production|recombinant]] viral proteins was developed in the 1990s and tested in a high-risk population (in [[w:Nepal|Nepal]]) in 2001.&lt;ref&gt;{{cite journal |vauthors=Shrestha MP, Scott RM, Joshi DM |title=Safety and efficacy of a recombinant hepatitis E vaccine |journal=New England Journal of Medicine |volume=356 |issue=9 |pages=895–903 |year=2007|pmid=17329696 |doi=10.1056/NEJMoa061847}}&lt;/ref&gt; The vaccine appeared to be effective and safe, but development was stopped for lack of profitability, since hepatitis E is rare in developed countries.&lt;ref name=&quot;10.1038/491021a&quot;/&gt; No hepatitis E vaccine is licensed for use in the United States.&lt;ref name=&quot;cdchev&quot;/&gt;

Although other HEV vaccine trials have been successful, these vaccines have not yet been produced or made available to susceptible populations. The exception is China; after more than a year of scrutiny and inspection by China's State Food and Drug Administration (SFDA), a hepatitis E vaccine developed by Chinese scientists was available at the end of 2012. The vaccine —called [[w:HEV 239 vaccine|HEV 239]] by its developer Xiamen Innovax Biotech— was approved for prevention of hepatitis E in 2012 by the Chinese Ministry of Science and Technology, following a controlled trial on 100,000+ people from [[w:Jiangsu|Jiangsu Province]] where none of those vaccinated became infected during a 12-month period, compared to 15 in the group given placebo.&lt;ref&gt;{{Cite journal| last = Labrique| first = Alain B.| last2 = Sikder| first2 = Shegufta S.| last3 = Krain| first3 = Lisa J.| last4 = West| first4 = Keith P.| last5 = Christian| first5 = Parul| last6 = Rashid| first6 = Mahbubur| last7 = Nelson| first7 = Kenrad E.| date = 2012-09-01| title = Hepatitis E, a Vaccine-Preventable Cause of Maternal Deaths| journal = Emerging Infectious Diseases| volume = 18| issue = 9| pages = 1401–1404| doi = 10.3201/eid1809.120241| issn = 1080-6040| pmc = 3437697| pmid = 22931753}}&lt;/ref&gt; The first vaccine batches came out of Innovax' factory in late October 2012, to be sold to Chinese distributors.&lt;ref name=&quot;10.1038/491021a&quot;&gt;{{Cite journal | last1 = Park | first1 = S. B. | title = Hepatitis E vaccine debuts | doi = 10.1038/491021a | journal = Nature | volume = 491 | issue = 7422 | pages = 21–22| date = November 2012 | pmid = 23128204 | bibcode = 2012Natur.491...21P }}&lt;/ref&gt;

Due to the lack of evidence, WHO as of 2015 did not make a recommendation regarding routine use of the HEV 239 vaccine.&lt;ref name=WHO2015/&gt; National authorities may however, decide to use the vaccine based on the local epidemiology.&lt;ref name=WHO2015&gt;{{cite journal|title=Hepatitis E vaccine: WHO position paper, May 2015.|journal=Releve Epidemiologique Hebdomadaire|date=1 May 2015|volume=90|issue=18|pages=185–200|pmid=25935931|url=http://www.who.int/wer/2015/wer9018.pdf?ua=1}}&lt;/ref&gt;

==Treatment==

[[file:Ribavirin ball-and-stick.png|thumb|130px| Ribavirin {{attrib|Marina Vladivostok|[https://creativecommons.org/publicdomain/zero/1.0/ CC0 1.0]}} ]]
In terms of treatment, [[w:ribavirin|ribavirin]] is not registered for hepatitis E treatment, though [[w:Off-label use|off-label]] experience for treating chronic hepatitis E with this compound exists. The use of low doses of ribavirin over a three-month period has been associated with viral clearance in about two-thirds of chronic cases. Other possible treatments include [[w:pegylated interferon|pegylated interferon]] or a combination of ribavirin and pegylated interferon. In general, chronic HEV infection is associated with immunosuppressive therapies, but remarkably little is known about how different immunosuppressants affect HEV infection. In individuals with solid-[[w:organ transplantation|organ transplantation]], viral clearance can be achieved by temporal reduction of the level of [[w:immunosuppression|immunosuppression]].&lt;ref&gt;{{Cite journal| title = Hepatitis E Treatment &amp; Management: Medical Management, Diet and Activity| url = http://emedicine.medscape.com/article/178140-treatment| date = 2019-05-30}}&lt;/ref&gt;&lt;ref&gt;{{Cite journal| last = Kamar| first = Nassim| last2 = Izopet| first2 = Jacques| last3 = Tripon| first3 = Simona| last4 = Bismuth| first4 = Michael| last5 = Hillaire| first5 = Sophie| last6 = Dumortier| first6 = Jérôme| last7 = Radenne| first7 = Sylvie| last8 = Coilly| first8 = Audrey| last9 = Garrigue| first9 = Valérie| date = 2014-03-20| title = Ribavirin for Chronic Hepatitis E Virus Infection in Transplant Recipients| journal = New England Journal of Medicine| volume = 370| issue = 12| pages = 1111–1120| doi = 10.1056/NEJMoa1215246| issn = 0028-4793| pmid = 24645943}}&lt;/ref&gt;

==Epidemiology==
The hepatitis E virus causes around 20 million infections a year. These result in around three million acute illnesses and resulted in 44,000 deaths during 2015 &lt;ref name= hepe/&gt;. Pregnant women are particularly at risk of complications due to HEV infection, who can develop an acute form of the disease that is fatal in 30% of cases or more. HEV is a major cause of illness and of death in the developing world and disproportionate cause of deaths among pregnant women. Hepatitis E is [[w:endemic|endemic]] in Central Asia, while Central America and the Middle East have reported outbreaks.&lt;ref&gt;{{cite web |last1=Teshale|first1=Eyasu H.|title=Hepatitis E - Infectious Diseases Related to Travel Chapter 3 - 2018 Yellow Book |url=https://wwwnc.cdc.gov/travel/yellowbook/2018/infectious-diseases-related-to-travel/hepatitis-e|publisher=CDC |website=www.cdc.gov |date=31 May 2017}}&lt;/ref&gt;&lt;ref&gt;{{Cite journal| last = Navaneethan| first = Udayakumar| last2 = Mohajer| first2 = Mayar Al| last3 = Shata| first3 = Mohamed T| date = 2008-11-01| title = Hepatitis E and Pregnancy- Understanding the pathogenesis| journal = Liver International : Official Journal of the International Association for the Study of the Liver| volume = 28| issue = 9| pages = 1190–1199| doi = 10.1111/j.1478-3231.2008.01840.x| issn = 1478-3223| pmc = 2575020| pmid = 18662274}}&lt;/ref&gt; Increasingly, hepatitis E is being seen in developed nations, with reports in 2015 of 848 cases of hepatitis E virus infection in England and Wales.&lt;ref&gt;{{cite journal |first1=Public Health England |title=Common animal associated infections quarterly report (England and Wales) – fourth quarter 2015 |journal=Assets.publishing.service.gov.uk |date=12 February, 2016 |volume=10 |issue=6 |url=https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/500321/hpr0616_zoos.pdf |accessdate=}}&lt;/ref&gt;

===Recent outbreaks=== 

In October 2007, an epidemic of hepatitis E occured in [[w:Kitgum|Kitgum]] District of northern Uganda. This outbreak progressed to become one of the largest known hepatitis E outbreaks in the world. By June 2009, it had resulted in illness in 10,196 persons and 160 deaths.&lt;ref&gt;{{cite journal |vauthors=Teshale EH, Howard CM, Grytdal SP |title=Hepatitis E epidemic, Uganda |journal=Emerging Infect. Dis. |volume=16 |issue=1 |pages=126–9 |date=January 2010 |pmid=20031058 |pmc=2874362 |doi=10.3201/eid1601.090764}}&lt;/ref&gt; 
[[file:LocationNamibia.svg|thumb|200px|Namibia, Africa {{attrib|Vardion|CC by SA 3.0}} ]]

In July 2012, an outbreak was reported in South Sudanese refugee camps in [[w:Maban County|Maban County]] near the [[w:Sudan|Sudan]] border. [[w:South Sudan|South Sudan]]'s Ministry of Health reported over 400 cases and 16 fatalities as of September 13, 2012.&lt;ref&gt;{{Cite report| url = https://www.cdc.gov/mmwr/preview/mmwrhtml/mm6229a2.htm| title = Investigation of Hepatitis E Outbreak Among Refugees — Upper Nile, South Sudan, 2012-2013| website = www.cdc.gov|publisher=CDC Morbidity and Mortality Weekly Report| date = 26 July 2013 |volume= 62|issue=29|pages=581–586}}&lt;/ref&gt; Progressing further, as of February 2, 2013, 88 died due to the outbreak. The medical charity [[w:Medecins Sans Frontieres|Medecins Sans Frontieres]] said it treated almost 4,000 people.&lt;ref&gt;{{cite news |author=Hereward Holland |title=Hepatitis outbreak kills 88 in South Sudan—aid agency |date=February 2, 2013 |url=http://uk.reuters.com/article/2013/02/02/uk-southsudan-hepatitis-idUKBRE91108420130202|work=Reuters}}&lt;/ref&gt; In April 2014, an outbreak in the [[w:Morang District|Biratnagar Municipality]] of [[w:Nepal|Nepal]] resulted in infection of over 6,000 locals and at least 9 dead.&lt;ref name=Republica2014&gt;{{cite web |last1=Sharma|first1=Christopher|title=Nepal, hepatitis E epidemic: 9 dead and over 6 thousand infected |url=http://www.asianews.it/news-en/Nepal,-hepatitis-E-epidemic:-9-dead-and-over-6-thousand-infected-31029.html |website=www.asianews.it |date=5 September 2014}}&lt;/ref&gt;

An outbreak was reported in [[w:Namibia|Namibia]] which is located in Africa, in January 2018, the total infected is reported as 490.&lt;ref&gt;{{cite news|title=Hepatitis E cases in Namibia rise to 490|publisher=Xinhua News|language=en|url=http://www.xinhuanet.com/english/2018-01/25/c_136924873.htm|work=www.xinhuanet.com|date=28 January 2018}}&lt;/ref&gt; As of 14 April, 2019 according to the World Health Organization, there have been 5,014 cases and 42 deaths due to this Hepatitis E outbreak in the country of Namibia. The case fatality ratio for this outbreak is currently 0.8%.&lt;ref&gt;{{cite web |title=Weekly bulletins on outbreaks and other emergencies |url=https://apps.who.int/iris/bitstream/handle/10665/312048/OEW16-1521042019.pdf |website=World Health Organization |publisher=WHO.int |accessdate=20 May 2019}}&lt;/ref&gt;

==History==
The most recent common ancestor of hepatitis E evolved between 536 and 1344 years ago.&lt;ref name=&quot;yury&quot;&gt;{{cite journal |last1=Khudyakov |first1=Yury E. |last2=Purdy |first2=Michael A. |title=Evolutionary History and Population Dynamics of Hepatitis E Virus |journal=PLOS ONE |date=17 December 2010 |volume=5 |issue=12 |pages=e14376 |doi=10.1371/journal.pone.0014376 |pmid=21203540 |pmc=3006657 |language=en |issn=1932-6203|bibcode=2010PLoSO...514376P }}&lt;/ref&gt; It diverged into two [[w:clades|clades]] — an anthropotropic form and an enzootic form — which subsequently evolved into genotypes 1 and 2 and genotypes 3 and 4, respectively.&lt;ref name=Mirazo2016&gt;{{cite journal | author = Mirazo S, Mir D, Bello G, Ramos N, Musto H, Arbiza J | year = 2016 | title = New insights into the hepatitis E virus genotype 3 phylodynamics and evolutionary history | url = | journal = Infect Genet Evol | volume = 43 | issue = | pages = 267–73 | doi = 10.1016/j.meegid.2016.06.003 | pmid = 27264728 }}&lt;/ref&gt;

Genotypes 1, 3, and 4 all increased their effective population sizes in the 20th century.&lt;ref name=&quot;yury&quot;/&gt; The population size of genotype 1 increased noticeably in the last 30–35 years. Genotypes 3 and 4 population sizes began to increase in the late 19th century up to 1940–1945. Genotype 3 underwent a subsequent increase in population size until the 1960s. Since 1990, both genotypes' population sizes have been reduced back to levels last seen in the 19th century. The overall mutation rate for the genome has been estimated at roughly 1.4{{e|−3}} substitutions/site/year.&lt;ref name=&quot;yury&quot;/&gt;

==References==
''This article incorporates public domain text from the CDC as cited''
{{Reflist}}

==Further reading==

*{{Cite journal|title = Chronic hepatitis E infection: risks and controls|journal = Intervirology|date = 2013-01-01|issn = 1423-0100|pmid = 23689166|pages = 213–216|volume = 56|issue = 4|doi = 10.1159/000349888|first = Mohammad Khalid|last = Parvez|url=https://zenodo.org/record/895805}}
*{{cite web |first=Rakesh |last=Aggarwa |first2=Sanjay |last2=Gandhi |title=A systematic review on prevalence of hepatitis E disease and seroprevalence of hepatitis E virus antibody |date=December 2010 |publisher=World Health Organization |url=http://whqlibdoc.who.int/hq/2010/WHO_IVB_10.14_eng.pdf |id=WHO/IVB/10.14}}</text>
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    <title>Sylheti language/Family</title>
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      <contributor>
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      <comment>Redirected page to [[Sylheti language/Family]]</comment>
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      <contributor>
        <username>Dave Braunschweig</username>
        <id>426084</id>
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      <minor />
      <comment>Reverted edits by [[Special:Contributions/Aideppp|Aideppp]] ([[User_talk:Aideppp|talk]]) to last version by [[User:Hiokbye123|Hiokbye123]] using [[Wikiversity:Rollback|rollback]]</comment>
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      <text bytes="3271" xml:space="preserve">{| class=&quot;wikitable sortable&quot;
|-
! English !! Bengali script !! Latin script
|-
| Parents || মা-বাপ || maa-baaf
|-
| Family (grandparents to grandchildren) || গোষ্ঠী || gushti 
|-
| Family (extended) || হাবিগোষ্ঠী/খান্দান || habigushti/khandan 
|-
| Family (close; parents to children) || পরিবার/সংসার|| foribar/shongshar
|-
| Caste || বংশ || bongsho
|-
| Father || বাপ || baaf
|-
| Mother || মা || maa
|-
| Maternal grandfather || নানা || nana 
|-
| Maternal grandmother || নানী || nani 
|-
| Paternal grandfather || দাদা || dada 
|-
| Paternal grandmother || দাদী || dadi 
|-
| Paternal uncle || চাচা || sasa 
|-
| Paternal uncle's wife || চাচী || sasi 
|-
| Paternal aunt || ফুফু/হুফু|| fufu / hufu 
|-
| Paternal aunt's husband || ফুফা/হুফা|| fufa / hufa 
|-
| Maternal uncle || মামা || mama 
|-
| Maternal uncle's wife || মামী || mami 
|-
| Maternal aunt || খালা/খালাম্মা/মই || khala/khalamma/moi 
|-
| Maternal aunt's husband || খালু || khalu 
|-
| Father-in-law || হউর || hour 
|-
| Mother-in-law || হড়ী || hori 
|-
| Brother || ভাই || bhai 
|-
| Sister || বইন/বুআই || boin/buai 
|-
| Son || ফুআ/ফুয়া || phua/fua 
|-
| Daughter || ফুরি || furi 
|-
| Grandson || নাতি || nati 
|-
| Granddaughter || নাতিন || natin 
|-
| Husband || জামাই || zamai 
|-
| Wife || বউ || bou 
|-
| Nephew (brother's son) || ভাতিজা || bhatiza 
|-
| Niece (brother's daughter) || ভাতিজি || bhatizi 
|-
| Nephew (sister's son) || ভাইগ্না || bhaigna 
|-
| Niece (sister's daughter) || ভাগ্নি || bhagni 
|-
| Cousin (paternal uncle's son) || চাচার ঘর'র ভাই || sasar ghoror bhai 
|-
| Cousin (paternal uncle's daughter) || চাচার ঘর'র বইন || sasar ghoror boin 
|-
| Cousin (maternal uncle's son) || মামার ঘর'র ভাই || mamar ghoror bhai 
|-
| Cousin (maternal uncle's daughter) || মামার ঘর'র বইন || mamar ghoror boin 
|-
| Cousin (paternal aunt's son) || ফুফুর ঘর'র ভাই || fufur ghoror bhai 
|-
| Cousin (paternal aunt's daughter) || ফুফুর ঘর'র বইন || fufur ghoror boin 
|-
| Cousin (maternal aunt's son) || খালার ঘর'র ভাই || khalar ghoror bhai 
|-
| Cousin (maternal aunt's daughter) || খালার ঘর'র বইন || khalar ghoror boin 
|-
| Brother-in-law (husband's younger brother) || দেওর || deor 
|-
| Brother-in-law (wife's younger brother) || হালা || hala 
|-
| Sister-in-law (wife's younger sister) || হালী || hali 
|-
| Sister-in-law (husband's sister) || ননন্দ || nonond 
|-
| Sister-in-law (husband’s brother’s wife) || জাল || zal 
|-
| Sister-in-law (older brother's wife) || ভাবী || bhabi 
|-
| Dad/Daddy || আব্বু/আব্বা/বাবা || abbu/abba/baba
|-
| Mum/Mummy || আম্মা/আম্মু/মা/মাই || amma/ammu/maa/mai
|-
|}
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{{CourseCat}}</text>
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        <username>Dave Braunschweig</username>
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      <minor />
      <comment>Dave Braunschweig moved page [[Sylheti Dialect/Family]] to [[Sylheti language/Family]]: Rename</comment>
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      <text bytes="3271" xml:space="preserve">{| class=&quot;wikitable sortable&quot;
|-
! English !! Bengali script !! Latin script
|-
| Parents || মা-বাপ || maa-baaf
|-
| Family (grandparents to grandchildren) || গোষ্ঠী || gushti 
|-
| Family (extended) || হাবিগোষ্ঠী/খান্দান || habigushti/khandan 
|-
| Family (close; parents to children) || পরিবার/সংসার|| foribar/shongshar
|-
| Caste || বংশ || bongsho
|-
| Father || বাপ || baaf
|-
| Mother || মা || maa
|-
| Maternal grandfather || নানা || nana 
|-
| Maternal grandmother || নানী || nani 
|-
| Paternal grandfather || দাদা || dada 
|-
| Paternal grandmother || দাদী || dadi 
|-
| Paternal uncle || চাচা || sasa 
|-
| Paternal uncle's wife || চাচী || sasi 
|-
| Paternal aunt || ফুফু/হুফু|| fufu / hufu 
|-
| Paternal aunt's husband || ফুফা/হুফা|| fufa / hufa 
|-
| Maternal uncle || মামা || mama 
|-
| Maternal uncle's wife || মামী || mami 
|-
| Maternal aunt || খালা/খালাম্মা/মই || khala/khalamma/moi 
|-
| Maternal aunt's husband || খালু || khalu 
|-
| Father-in-law || হউর || hour 
|-
| Mother-in-law || হড়ী || hori 
|-
| Brother || ভাই || bhai 
|-
| Sister || বইন/বুআই || boin/buai 
|-
| Son || ফুআ/ফুয়া || phua/fua 
|-
| Daughter || ফুরি || furi 
|-
| Grandson || নাতি || nati 
|-
| Granddaughter || নাতিন || natin 
|-
| Husband || জামাই || zamai 
|-
| Wife || বউ || bou 
|-
| Nephew (brother's son) || ভাতিজা || bhatiza 
|-
| Niece (brother's daughter) || ভাতিজি || bhatizi 
|-
| Nephew (sister's son) || ভাইগ্না || bhaigna 
|-
| Niece (sister's daughter) || ভাগ্নি || bhagni 
|-
| Cousin (paternal uncle's son) || চাচার ঘর'র ভাই || sasar ghoror bhai 
|-
| Cousin (paternal uncle's daughter) || চাচার ঘর'র বইন || sasar ghoror boin 
|-
| Cousin (maternal uncle's son) || মামার ঘর'র ভাই || mamar ghoror bhai 
|-
| Cousin (maternal uncle's daughter) || মামার ঘর'র বইন || mamar ghoror boin 
|-
| Cousin (paternal aunt's son) || ফুফুর ঘর'র ভাই || fufur ghoror bhai 
|-
| Cousin (paternal aunt's daughter) || ফুফুর ঘর'র বইন || fufur ghoror boin 
|-
| Cousin (maternal aunt's son) || খালার ঘর'র ভাই || khalar ghoror bhai 
|-
| Cousin (maternal aunt's daughter) || খালার ঘর'র বইন || khalar ghoror boin 
|-
| Brother-in-law (husband's younger brother) || দেওর || deor 
|-
| Brother-in-law (wife's younger brother) || হালা || hala 
|-
| Sister-in-law (wife's younger sister) || হালী || hali 
|-
| Sister-in-law (husband's sister) || ননন্দ || nonond 
|-
| Sister-in-law (husband’s brother’s wife) || জাল || zal 
|-
| Sister-in-law (older brother's wife) || ভাবী || bhabi 
|-
| Dad/Daddy || আব্বু/আব্বা/বাবা || abbu/abba/baba
|-
| Mum/Mummy || আম্মা/আম্মু/মা/মাই || amma/ammu/maa/mai
|-
|}
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{{CourseCat}}</text>
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    <title>Sylheti language</title>
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      <contributor>
        <username>Dave Braunschweig</username>
        <id>426084</id>
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      <text bytes="6000" xml:space="preserve">{{Center|{{huge|'''ꠍꠤꠟꠐꠤ'''}}&lt;br&gt;{{big|'''''Silôṭi maṭ'''''}}&lt;br&gt;{{big|''Syloti language''}}}}
{{languages}}
{{lesson}}
{{51%done-2}}
This course is intended to teach the '''{{w|Sylheti language}}'''. 

== Who is this course for? ==
This is a comprehensive course for people who want to develop linguistic (lexical, grammatical and phonetic) and communication skills in the Sylheti language.

==First contact==
Let's dive straight into some simple Sylheti sentences to give you a first impression of how Sylheti is structured.

Sentence 1 : I speak Syloti.

{| class=&quot;wikitable&quot;
|-
! আমি &lt;br&gt; a•mi !! সিলটি&lt;br&gt;  si•lo•ṭi !! মাতি &lt;br&gt; ma•ti
|-
| I || Syloti || speak.
|-
| Subject || Direct Object || Verb
|-
|  a = আ &lt;br&gt; m = ম  &lt;br&gt; mi = মি&lt;br&gt; Ami = আমি&lt;br&gt; 
|| s = স&lt;br&gt; si = সি&lt;br&gt; l = ল &lt;br&gt; le = লে &lt;br&gt; ṭ = ট &lt;br&gt; ṭi = টি &lt;br&gt; siloti = সিলটি&lt;br&gt; 
|| m = ম &lt;br&gt; ma = মা &lt;br&gt; t = ত &lt;br&gt; ti = তি &lt;br&gt; mati = মাতি 
|}

Note : The simple affirmative present tense Syloti sentence follows the Subject-Object-Verb (SOV) word order. 

Sentence 2 : I do not speak Syloti.

{| class=&quot;wikitable&quot;
|-
! আমি &lt;br&gt; a•mi !! সিলটি &lt;br&gt;  si•lo•ṭi !! মাতি &lt;br&gt; ma•ti !! না &lt;br&gt; naa.
|-
| I || Syloti || speak || not
|-
| Subject || Direct Object || Verb || Negative marker for present
|-
|  a = আ &lt;br&gt; m = ম  &lt;br&gt; mi = মি&lt;br&gt; Ami = আমি&lt;br&gt; 
|| s = স&lt;br&gt; si = সি&lt;br&gt; l = ল &lt;br&gt; lo = ল &lt;br&gt; ṭ = ট &lt;br&gt; ṭi = টি &lt;br&gt; siloti = সিলটি&lt;br&gt; 
|| m = ম &lt;br&gt; ma = মা &lt;br&gt; t = ত &lt;br&gt; ti = তি &lt;br&gt; mati = মাতি 
||  n = ন   &lt;br&gt; na = না
|}

Note : The simple negative present tense Sylheti sentence adds the negative marker -naa after the verb to make it negative.

Note : 

1. As the subject changes from ami (I) to tumi (You), observe that the form of the present tense verb changes. To learn more about this, see [[/Verbs/]]

== List of Grammar Lessons (not in order) == 
* Lesson x. [[/Pronouns/]]
* Lesson x. [[/Nouns/]]
* Lesson x. [[/Verbs/]]
* Lesson x. [[/Adjectives/]]
* Lesson x. [[/Adverbs/]]
* Lesson x. [[/Degree Modifiers for adjectives, adverbs and verbs/]]
* Lesson x. [[/Comparison with nouns, adjectives, adverbs and verbs/]]
* Lesson x. [[/Object Pronouns/]]
* Lesson x. [[/Word Order/]]
* Lesson x. [[/Postpositions/]]
* Lesson x. [[/Expressing temporal information/]] ('''When''' or '''how often''' something happens)
* Lesson x. [[/Expressing locative information/]] ('''Where''' something happens)
* Lesson x. [[/Expressing Obligation with Verb/]] (modal auxiliary &quot;zoruri&quot;)
* Lesson x. [[/Expressing Possibility with Verb/]] (modal auxiliary &quot;fara&quot;)
* Lesson x. [[/Expressing Ability or Knowhow with Verb/]] (modal auxiliary &quot;zana&quot; or &quot;fara&quot;)
* Lesson x. [[/Expressing Want with Verb/]] (modal auxiliary &quot;saua&quot;)
* Lesson x. [[/Expressing Need with Verb/]] (modal auxiliary &quot;dorkhar&quot; or &quot;laga&quot;)
* Lesson x. [[/Expressing Cause/]] ('''Why''' something happens)
* Lesson x. [[/Expressing Consequence/]]
* Lesson x. [[/Expressing Goal/]] ('''For what''' something happens)
* Lesson x. [[/Expressing Opposition/]] (how to say ''but, on the contrary, however,'' etc.)
* Lesson x. [[/Expressing Addition of Ideas/]] (how to say ''and, moreover,'' etc)
* Lesson x. [[/Expressing Conditions/]] (how to say ''if, unless, depends'' etc)
* Lesson x. [[/Expressing Anteriority, Posteriority and Simultaneity/]] (how to say ''before, after, during'' etc)
* Lesson x. [[/Characterizing using relative clauses/]] (how to add information using ''who, which, where, whose, that'' etc)
* Lesson x. [[/Asking Questions/]]

==List of Vocabulary Lessons (not in order)== 
* Lesson x. [[/Greetings and basic polite expressions/]]
* Lesson x. [[/Numbers/]]
* Lesson x. [[/Measurements and Quantities/]]
* Lesson x. [[/Characteristics of Objects/]]: Size, Shape, Material, Texture, Color
* Lesson x. [[/Geography and nationalities/]]
* Lesson x. [[/Languages/]]
* Lesson x. [[/Human Body/]]
* Lesson x. [[/Movements, Gestures and Postures/]]
* Lesson x. [[/Cycle of Life/]]
* Lesson x. [[/Family/]]
* Lesson x. [[/Relationships/]]
* Lesson x. [[/Personal Information/]]
* Lesson x. [[/Daily activities/]]
* Lesson x. [[/Housing/]]
* Lesson x. [[/Appearance and Clothing/]]
* Lesson x. [[/Places in the city/]]
* Lesson x. [[/Directions/]]
* Lesson x. [[/Traveling, roads and transport/]]
* Lesson x. [[/Personal Objects/]]
* Lesson x. [[/Education/]]
* Lesson x. [[/Work and Workplaces/]]
* Lesson x. [[/Shops and shopping/]]
* Lesson x. [[/Vacation/]]
* Lesson x. [[/Leisure activities/]]
* Lesson x. [[/Animals/]]
* Lesson x. [[/Plants and Trees/]]
* Lesson x. [[/Food/]]
* Lesson x. [[/Eating out/]]
* Lesson x. [[/Cooking, Recipes and Gastronomy/]]
* Lesson x. [[/Shops and shopping/]]
* Lesson x. [[/Graphic Arts/]]
* Lesson x. [[/Theater/]]
* Lesson x. [[/Cinema/]]
* Lesson x. [[/Music/]]
* Lesson x. [[/Architecture/]]
* Lesson x. [[/Photography/]]
* Lesson x. [[/Sports and games/]]
* Lesson x. [[/Post office and other services/]]
* Lesson x. [[/Media/]]
* Lesson x. [[/Computers and Internet/]]
* Lesson x. [[/Books and literature/]]
* Lesson x. [[/Intellectual life/]]
* Lesson x. [[/Communication/]]
* Lesson x. [[/Feelings and Emotions/]]
* Lesson x. [[/Health and Medicine/]]
* Lesson x. [[/Fashion/]]
* Lesson x. [[/Money and Banking/]]
* Lesson x. [[/Character and Personality/]]
* Lesson x. [[/Science and Research/]]
* Lesson x. [[/Crime, Law and Justice/]]
* Lesson x. [[/Environment/]]
* Lesson x. [[/Weather and Climate/]]
* Lesson x. [[/Economy and Finances/]]
* Lesson x. [[/Politics/]]
* Lesson x. [[/Social Issues/]]
* Lesson x. [[/Morality/]]
* Lesson x. [[/Mind and psychology/]]
* Lesson x. [[/Time/]]
* Lesson x. [[/The Past/]]
* Lesson x. [[/The Future/]]
* Lesson x. [[/Belief and religion/]]

==Appendices==
* Appendix x. [[/Foreign words/]]

[[Category:Sylheti language]]</text>
      <sha1>gtpc28ob7dpxwo1y7py5dbutxihxk1d</sha1>
    </revision>
    <revision>
      <id>2408488</id>
      <parentid>2408410</parentid>
      <timestamp>2022-07-21T22:52:31Z</timestamp>
      <contributor>
        <username>Congariel</username>
        <id>2946865</id>
      </contributor>
      <comment>Basics</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="5658" xml:space="preserve">{{Center|{{huge|'''ꠍꠤꠟꠐꠤ'''}}&lt;br&gt;{{big|'''''Silôṭi maṭ'''''}}&lt;br&gt;{{big|''Syloti language''}}}}
{{languages}}
{{lesson}}
{{51%done-2}}

== Who is this course for? ==
This course is intended to teach the '''{{w|Sylheti language}}'''. 
This is a comprehensive course for people who want to develop linguistic (lexical, grammatical and phonetic) and communication skills in the Sylheti language.

== Name of the language == 
{| class=&quot;wikitable&quot;
|-
!Language
| Native || Mundari (Austroasiatic) || Bengali || Hindi || Sanskrit
|-
!Original words
|[silɔʈi] ||[silhɛʈi]||[sileʈi]|| [silahat] ||[srihattia]
|- 
!Anglicized spellings
|Syloti||Sylheti||n/a||n/a||n/a
|}

==First contact==
Let's dive straight into some simple Sylheti sentences to give you a first impression of how Sylheti is structured.

Sentence 1 : I speak Syloti.

{| class=&quot;wikitable&quot;
|-
! mu•i !! si•lo•ṭi !! ma•ti
|-
| (Subject) || (Direct Object) || (Verb)
|-
| (I) || (Syloti) || (speak)
|}

Note : The simple affirmative present tense Syloti sentence follows the Subject-Object-Verb (SOV) word order. 

Sentence 2 : I do not speak Syloti.

{| class=&quot;wikitable&quot;
|-
! mu•i !! si•lo•ṭi !! ma•ti !! naa
|-
| (Subject) || (Direct Object) || (Verb) || (Negative marker for present)
|-
| (I) || (Syloti) || (speak) || (not)
|}

Note : The simple negative present tense Sylheti sentence adds the negative marker -naa after the verb to make it negative.

Note : 

1. As the subject changes from mui (I) to tumi (You), observe that the form of the present tense verb changes. To learn more about this, see [[/Verbs/]]

== List of Grammar Lessons (not in order) == 
* Lesson x. [[/Pronouns/]]
* Lesson x. [[/Nouns/]]
* Lesson x. [[/Verbs/]]
* Lesson x. [[/Adjectives/]]
* Lesson x. [[/Adverbs/]]
* Lesson x. [[/Degree Modifiers for adjectives, adverbs and verbs/]]
* Lesson x. [[/Comparison with nouns, adjectives, adverbs and verbs/]]
* Lesson x. [[/Object Pronouns/]]
* Lesson x. [[/Word Order/]]
* Lesson x. [[/Postpositions/]]
* Lesson x. [[/Expressing temporal information/]] ('''When''' or '''how often''' something happens)
* Lesson x. [[/Expressing locative information/]] ('''Where''' something happens)
* Lesson x. [[/Expressing Obligation with Verb/]] (modal auxiliary &quot;zoruri&quot;)
* Lesson x. [[/Expressing Possibility with Verb/]] (modal auxiliary &quot;fara&quot;)
* Lesson x. [[/Expressing Ability or Knowhow with Verb/]] (modal auxiliary &quot;zana&quot; or &quot;fara&quot;)
* Lesson x. [[/Expressing Want with Verb/]] (modal auxiliary &quot;saua&quot;)
* Lesson x. [[/Expressing Need with Verb/]] (modal auxiliary &quot;dorkhar&quot; or &quot;laga&quot;)
* Lesson x. [[/Expressing Cause/]] ('''Why''' something happens)
* Lesson x. [[/Expressing Consequence/]]
* Lesson x. [[/Expressing Goal/]] ('''For what''' something happens)
* Lesson x. [[/Expressing Opposition/]] (how to say ''but, on the contrary, however,'' etc.)
* Lesson x. [[/Expressing Addition of Ideas/]] (how to say ''and, moreover,'' etc)
* Lesson x. [[/Expressing Conditions/]] (how to say ''if, unless, depends'' etc)
* Lesson x. [[/Expressing Anteriority, Posteriority and Simultaneity/]] (how to say ''before, after, during'' etc)
* Lesson x. [[/Characterizing using relative clauses/]] (how to add information using ''who, which, where, whose, that'' etc)
* Lesson x. [[/Asking Questions/]]

==List of Vocabulary Lessons (not in order)== 
* Lesson x. [[/Greetings and basic polite expressions/]]
* Lesson x. [[/Numbers/]]
* Lesson x. [[/Measurements and Quantities/]]
* Lesson x. [[/Characteristics of Objects/]]: Size, Shape, Material, Texture, Color
* Lesson x. [[/Geography and nationalities/]]
* Lesson x. [[/Languages/]]
* Lesson x. [[/Human Body/]]
* Lesson x. [[/Movements, Gestures and Postures/]]
* Lesson x. [[/Cycle of Life/]]
* Lesson x. [[/Family/]]
* Lesson x. [[/Relationships/]]
* Lesson x. [[/Personal Information/]]
* Lesson x. [[/Daily activities/]]
* Lesson x. [[/Housing/]]
* Lesson x. [[/Appearance and Clothing/]]
* Lesson x. [[/Places in the city/]]
* Lesson x. [[/Directions/]]
* Lesson x. [[/Traveling, roads and transport/]]
* Lesson x. [[/Personal Objects/]]
* Lesson x. [[/Education/]]
* Lesson x. [[/Work and Workplaces/]]
* Lesson x. [[/Shops and shopping/]]
* Lesson x. [[/Vacation/]]
* Lesson x. [[/Leisure activities/]]
* Lesson x. [[/Animals/]]
* Lesson x. [[/Plants and Trees/]]
* Lesson x. [[/Food/]]
* Lesson x. [[/Eating out/]]
* Lesson x. [[/Cooking, Recipes and Gastronomy/]]
* Lesson x. [[/Shops and shopping/]]
* Lesson x. [[/Graphic Arts/]]
* Lesson x. [[/Theater/]]
* Lesson x. [[/Cinema/]]
* Lesson x. [[/Music/]]
* Lesson x. [[/Architecture/]]
* Lesson x. [[/Photography/]]
* Lesson x. [[/Sports and games/]]
* Lesson x. [[/Post office and other services/]]
* Lesson x. [[/Media/]]
* Lesson x. [[/Computers and Internet/]]
* Lesson x. [[/Books and literature/]]
* Lesson x. [[/Intellectual life/]]
* Lesson x. [[/Communication/]]
* Lesson x. [[/Feelings and Emotions/]]
* Lesson x. [[/Health and Medicine/]]
* Lesson x. [[/Fashion/]]
* Lesson x. [[/Money and Banking/]]
* Lesson x. [[/Character and Personality/]]
* Lesson x. [[/Science and Research/]]
* Lesson x. [[/Crime, Law and Justice/]]
* Lesson x. [[/Environment/]]
* Lesson x. [[/Weather and Climate/]]
* Lesson x. [[/Economy and Finances/]]
* Lesson x. [[/Politics/]]
* Lesson x. [[/Social Issues/]]
* Lesson x. [[/Morality/]]
* Lesson x. [[/Mind and psychology/]]
* Lesson x. [[/Time/]]
* Lesson x. [[/The Past/]]
* Lesson x. [[/The Future/]]
* Lesson x. [[/Belief and religion/]]

==Appendices==
* Appendix x. [[/Foreign words/]]

[[Category:Sylheti language]]
[[Category:Languages by name]]
[[Category:Indo-Aryan languages]]</text>
      <sha1>csfikd09bc1ukvee8iqfcfw0hxxhlq4</sha1>
    </revision>
    <revision>
      <id>2408503</id>
      <parentid>2408315</parentid>
      <timestamp>2022-07-21T23:21:08Z</timestamp>
      <contributor>
        <username>Congariel</username>
        <id>2946865</id>
      </contributor>
      <comment>Please check my talk page for details</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="30" xml:space="preserve">#REDIRECT [[Sylheti language]]</text>
      <sha1>mwh4ocqapmd21we9x2pulprazl4k1xy</sha1>
    </revision>
    <revision>
      <id>2408608</id>
      <parentid>2408503</parentid>
      <timestamp>2022-07-22T02:31:51Z</timestamp>
      <contributor>
        <username>Dave Braunschweig</username>
        <id>426084</id>
      </contributor>
      <comment>Restore</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="6085" xml:space="preserve">{{Center|{{huge|'''ꠍꠤꠟꠐꠤ'''}}&lt;br&gt;{{big|'''''Silôṭi maṭ'''''}}&lt;br&gt;{{big|''Syloti language''}}}}
{{languages}}
{{lesson}}
{{51%done-2}}
This course is intended to teach the '''{{w|Syloti language}}'''. 

== Who is this course for? ==
This is a comprehensive course for people who want to develop linguistic (lexical, grammatical and phonetic) and communication skills in the Sylheti language.

==First contact==
Let's dive straight into some simple Sylheti sentences to give you a first impression of how Sylheti is structured.

Sentence 1 : I speak Syloti.

{| class=&quot;wikitable&quot;
|-
! আমি &lt;br&gt; a•mi !! সিলটি&lt;br&gt;  si•lo•ṭi !! মাতি &lt;br&gt; ma•ti
|-
| I || Syloti || speak.
|-
| Subject || Direct Object || Verb
|-
|  a = আ &lt;br&gt; m = ম  &lt;br&gt; mi = মি&lt;br&gt; Ami = আমি&lt;br&gt; 
|| s = স&lt;br&gt; si = সি&lt;br&gt; l = ল &lt;br&gt; le = লে &lt;br&gt; ṭ = ট &lt;br&gt; ṭi = টি &lt;br&gt; siloti = সিলটি&lt;br&gt; b = ব&lt;br&gt; ba = বা&lt;br&gt; bang = বাং &lt;br&gt; lo = ল &lt;br&gt; la = লা&lt;br&gt; = &lt;br&gt; 
|| m = ম &lt;br&gt; ma = মা &lt;br&gt; t = ত &lt;br&gt; ti = তি &lt;br&gt; mati = মাতি 
|}

Note : The simple affirmative present tense Syloti sentence follows the Subject-Object-Verb (SOV) word order. 

Sentence 2 : I do not speak Syloti.

{| class=&quot;wikitable&quot;
|-
! আমি &lt;br&gt; a•mi !! সিলটি &lt;br&gt;  si•lo•ṭi !! মাতি &lt;br&gt; ma•ti !! না &lt;br&gt; naa.
|-
| I || Syloti || speak || not
|-
| Subject || Direct Object || Verb || Negative marker for present
|-
|  a = আ &lt;br&gt; m = ম  &lt;br&gt; mi = মি&lt;br&gt; Ami = আমি&lt;br&gt; 
|| s = স&lt;br&gt; si = সি&lt;br&gt; l = ল &lt;br&gt; lo = ল &lt;br&gt; ṭ = ট &lt;br&gt; ṭi = টি &lt;br&gt; siloti = সিলটি&lt;br&gt; 
|| m = ম &lt;br&gt; ma = মা &lt;br&gt; t = ত &lt;br&gt; ti = তি &lt;br&gt; mati = মাতি 
||  n = ন   &lt;br&gt; na = না
|}

Note : The simple negative present tense Sylheti sentence adds the negative marker -naa after the verb to make it negative.

Note : 

1. As the subject changes from ami (I) to tumi (You), observe that the form of the present tense verb changes. To learn more about this, see [[/Verbs/]]

== List of Grammar Lessons (not in order) == 
* Lesson x. [[/Pronouns/]]
* Lesson x. [[/Nouns/]]
* Lesson x. [[/Verbs/]]
* Lesson x. [[/Adjectives/]]
* Lesson x. [[/Adverbs/]]
* Lesson x. [[/Degree Modifiers for adjectives, adverbs and verbs/]]
* Lesson x. [[/Comparison with nouns, adjectives, adverbs and verbs/]]
* Lesson x. [[/Object Pronouns/]]
* Lesson x. [[/Word Order/]]
* Lesson x. [[/Postpositions/]]
* Lesson x. [[/Expressing temporal information/]] ('''When''' or '''how often''' something happens)
* Lesson x. [[/Expressing locative information/]] ('''Where''' something happens)
* Lesson x. [[/Expressing Obligation with Verb/]] (modal auxiliary &quot;zoruri&quot;)
* Lesson x. [[/Expressing Possibility with Verb/]] (modal auxiliary &quot;fara&quot;)
* Lesson x. [[/Expressing Ability or Knowhow with Verb/]] (modal auxiliary &quot;zana&quot; or &quot;fara&quot;)
* Lesson x. [[/Expressing Want with Verb/]] (modal auxiliary &quot;saua&quot;)
* Lesson x. [[/Expressing Need with Verb/]] (modal auxiliary &quot;dorkhar&quot; or &quot;laga&quot;)
* Lesson x. [[/Expressing Cause/]] ('''Why''' something happens)
* Lesson x. [[/Expressing Consequence/]]
* Lesson x. [[/Expressing Goal/]] ('''For what''' something happens)
* Lesson x. [[/Expressing Opposition/]] (how to say ''but, on the contrary, however,'' etc.)
* Lesson x. [[/Expressing Addition of Ideas/]] (how to say ''and, moreover,'' etc)
* Lesson x. [[/Expressing Conditions/]] (how to say ''if, unless, depends'' etc)
* Lesson x. [[/Expressing Anteriority, Posteriority and Simultaneity/]] (how to say ''before, after, during'' etc)
* Lesson x. [[/Characterizing using relative clauses/]] (how to add information using ''who, which, where, whose, that'' etc)
* Lesson x. [[/Asking Questions/]]

==List of Vocabulary Lessons (not in order)== 
* Lesson x. [[/Greetings and basic polite expressions/]]
* Lesson x. [[/Numbers/]]
* Lesson x. [[/Measurements and Quantities/]]
* Lesson x. [[/Characteristics of Objects/]]: Size, Shape, Material, Texture, Color
* Lesson x. [[/Geography and nationalities/]]
* Lesson x. [[/Languages/]]
* Lesson x. [[/Human Body/]]
* Lesson x. [[/Movements, Gestures and Postures/]]
* Lesson x. [[/Cycle of Life/]]
* Lesson x. [[/Family/]]
* Lesson x. [[/Relationships/]]
* Lesson x. [[/Personal Information/]]
* Lesson x. [[/Daily activities/]]
* Lesson x. [[/Housing/]]
* Lesson x. [[/Appearance and Clothing/]]
* Lesson x. [[/Places in the city/]]
* Lesson x. [[/Directions/]]
* Lesson x. [[/Traveling, roads and transport/]]
* Lesson x. [[/Personal Objects/]]
* Lesson x. [[/Education/]]
* Lesson x. [[/Work and Workplaces/]]
* Lesson x. [[/Shops and shopping/]]
* Lesson x. [[/Vacation/]]
* Lesson x. [[/Leisure activities/]]
* Lesson x. [[/Animals/]]
* Lesson x. [[/Plants and Trees/]]
* Lesson x. [[/Food/]]
* Lesson x. [[/Eating out/]]
* Lesson x. [[/Cooking, Recipes and Gastronomy/]]
* Lesson x. [[/Shops and shopping/]]
* Lesson x. [[/Graphic Arts/]]
* Lesson x. [[/Theater/]]
* Lesson x. [[/Cinema/]]
* Lesson x. [[/Music/]]
* Lesson x. [[/Architecture/]]
* Lesson x. [[/Photography/]]
* Lesson x. [[/Sports and games/]]
* Lesson x. [[/Post office and other services/]]
* Lesson x. [[/Media/]]
* Lesson x. [[/Computers and Internet/]]
* Lesson x. [[/Books and literature/]]
* Lesson x. [[/Intellectual life/]]
* Lesson x. [[/Communication/]]
* Lesson x. [[/Feelings and Emotions/]]
* Lesson x. [[/Health and Medicine/]]
* Lesson x. [[/Fashion/]]
* Lesson x. [[/Money and Banking/]]
* Lesson x. [[/Character and Personality/]]
* Lesson x. [[/Science and Research/]]
* Lesson x. [[/Crime, Law and Justice/]]
* Lesson x. [[/Environment/]]
* Lesson x. [[/Weather and Climate/]]
* Lesson x. [[/Economy and Finances/]]
* Lesson x. [[/Politics/]]
* Lesson x. [[/Social Issues/]]
* Lesson x. [[/Morality/]]
* Lesson x. [[/Mind and psychology/]]
* Lesson x. [[/Time/]]
* Lesson x. [[/The Past/]]
* Lesson x. [[/The Future/]]
* Lesson x. [[/Belief and religion/]]

==Appendices==
* Appendix x. [[/Foreign words/]]

[[Category:Sylheti Dialect]]</text>
      <sha1>ry7siw5lgo8rqdcc2jwggy6f61hme7w</sha1>
    </revision>
    <revision>
      <id>2408609</id>
      <parentid>2408608</parentid>
      <timestamp>2022-07-22T02:32:22Z</timestamp>
      <contributor>
        <username>Dave Braunschweig</username>
        <id>426084</id>
      </contributor>
      <minor />
      <comment>Dave Braunschweig moved page [[Sylheti Dialect]] to [[Sylheti language]]: Rename</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="6085" xml:space="preserve">{{Center|{{huge|'''ꠍꠤꠟꠐꠤ'''}}&lt;br&gt;{{big|'''''Silôṭi maṭ'''''}}&lt;br&gt;{{big|''Syloti language''}}}}
{{languages}}
{{lesson}}
{{51%done-2}}
This course is intended to teach the '''{{w|Syloti language}}'''. 

== Who is this course for? ==
This is a comprehensive course for people who want to develop linguistic (lexical, grammatical and phonetic) and communication skills in the Sylheti language.

==First contact==
Let's dive straight into some simple Sylheti sentences to give you a first impression of how Sylheti is structured.

Sentence 1 : I speak Syloti.

{| class=&quot;wikitable&quot;
|-
! আমি &lt;br&gt; a•mi !! সিলটি&lt;br&gt;  si•lo•ṭi !! মাতি &lt;br&gt; ma•ti
|-
| I || Syloti || speak.
|-
| Subject || Direct Object || Verb
|-
|  a = আ &lt;br&gt; m = ম  &lt;br&gt; mi = মি&lt;br&gt; Ami = আমি&lt;br&gt; 
|| s = স&lt;br&gt; si = সি&lt;br&gt; l = ল &lt;br&gt; le = লে &lt;br&gt; ṭ = ট &lt;br&gt; ṭi = টি &lt;br&gt; siloti = সিলটি&lt;br&gt; b = ব&lt;br&gt; ba = বা&lt;br&gt; bang = বাং &lt;br&gt; lo = ল &lt;br&gt; la = লা&lt;br&gt; = &lt;br&gt; 
|| m = ম &lt;br&gt; ma = মা &lt;br&gt; t = ত &lt;br&gt; ti = তি &lt;br&gt; mati = মাতি 
|}

Note : The simple affirmative present tense Syloti sentence follows the Subject-Object-Verb (SOV) word order. 

Sentence 2 : I do not speak Syloti.

{| class=&quot;wikitable&quot;
|-
! আমি &lt;br&gt; a•mi !! সিলটি &lt;br&gt;  si•lo•ṭi !! মাতি &lt;br&gt; ma•ti !! না &lt;br&gt; naa.
|-
| I || Syloti || speak || not
|-
| Subject || Direct Object || Verb || Negative marker for present
|-
|  a = আ &lt;br&gt; m = ম  &lt;br&gt; mi = মি&lt;br&gt; Ami = আমি&lt;br&gt; 
|| s = স&lt;br&gt; si = সি&lt;br&gt; l = ল &lt;br&gt; lo = ল &lt;br&gt; ṭ = ট &lt;br&gt; ṭi = টি &lt;br&gt; siloti = সিলটি&lt;br&gt; 
|| m = ম &lt;br&gt; ma = মা &lt;br&gt; t = ত &lt;br&gt; ti = তি &lt;br&gt; mati = মাতি 
||  n = ন   &lt;br&gt; na = না
|}

Note : The simple negative present tense Sylheti sentence adds the negative marker -naa after the verb to make it negative.

Note : 

1. As the subject changes from ami (I) to tumi (You), observe that the form of the present tense verb changes. To learn more about this, see [[/Verbs/]]

== List of Grammar Lessons (not in order) == 
* Lesson x. [[/Pronouns/]]
* Lesson x. [[/Nouns/]]
* Lesson x. [[/Verbs/]]
* Lesson x. [[/Adjectives/]]
* Lesson x. [[/Adverbs/]]
* Lesson x. [[/Degree Modifiers for adjectives, adverbs and verbs/]]
* Lesson x. [[/Comparison with nouns, adjectives, adverbs and verbs/]]
* Lesson x. [[/Object Pronouns/]]
* Lesson x. [[/Word Order/]]
* Lesson x. [[/Postpositions/]]
* Lesson x. [[/Expressing temporal information/]] ('''When''' or '''how often''' something happens)
* Lesson x. [[/Expressing locative information/]] ('''Where''' something happens)
* Lesson x. [[/Expressing Obligation with Verb/]] (modal auxiliary &quot;zoruri&quot;)
* Lesson x. [[/Expressing Possibility with Verb/]] (modal auxiliary &quot;fara&quot;)
* Lesson x. [[/Expressing Ability or Knowhow with Verb/]] (modal auxiliary &quot;zana&quot; or &quot;fara&quot;)
* Lesson x. [[/Expressing Want with Verb/]] (modal auxiliary &quot;saua&quot;)
* Lesson x. [[/Expressing Need with Verb/]] (modal auxiliary &quot;dorkhar&quot; or &quot;laga&quot;)
* Lesson x. [[/Expressing Cause/]] ('''Why''' something happens)
* Lesson x. [[/Expressing Consequence/]]
* Lesson x. [[/Expressing Goal/]] ('''For what''' something happens)
* Lesson x. [[/Expressing Opposition/]] (how to say ''but, on the contrary, however,'' etc.)
* Lesson x. [[/Expressing Addition of Ideas/]] (how to say ''and, moreover,'' etc)
* Lesson x. [[/Expressing Conditions/]] (how to say ''if, unless, depends'' etc)
* Lesson x. [[/Expressing Anteriority, Posteriority and Simultaneity/]] (how to say ''before, after, during'' etc)
* Lesson x. [[/Characterizing using relative clauses/]] (how to add information using ''who, which, where, whose, that'' etc)
* Lesson x. [[/Asking Questions/]]

==List of Vocabulary Lessons (not in order)== 
* Lesson x. [[/Greetings and basic polite expressions/]]
* Lesson x. [[/Numbers/]]
* Lesson x. [[/Measurements and Quantities/]]
* Lesson x. [[/Characteristics of Objects/]]: Size, Shape, Material, Texture, Color
* Lesson x. [[/Geography and nationalities/]]
* Lesson x. [[/Languages/]]
* Lesson x. [[/Human Body/]]
* Lesson x. [[/Movements, Gestures and Postures/]]
* Lesson x. [[/Cycle of Life/]]
* Lesson x. [[/Family/]]
* Lesson x. [[/Relationships/]]
* Lesson x. [[/Personal Information/]]
* Lesson x. [[/Daily activities/]]
* Lesson x. [[/Housing/]]
* Lesson x. [[/Appearance and Clothing/]]
* Lesson x. [[/Places in the city/]]
* Lesson x. [[/Directions/]]
* Lesson x. [[/Traveling, roads and transport/]]
* Lesson x. [[/Personal Objects/]]
* Lesson x. [[/Education/]]
* Lesson x. [[/Work and Workplaces/]]
* Lesson x. [[/Shops and shopping/]]
* Lesson x. [[/Vacation/]]
* Lesson x. [[/Leisure activities/]]
* Lesson x. [[/Animals/]]
* Lesson x. [[/Plants and Trees/]]
* Lesson x. [[/Food/]]
* Lesson x. [[/Eating out/]]
* Lesson x. [[/Cooking, Recipes and Gastronomy/]]
* Lesson x. [[/Shops and shopping/]]
* Lesson x. [[/Graphic Arts/]]
* Lesson x. [[/Theater/]]
* Lesson x. [[/Cinema/]]
* Lesson x. [[/Music/]]
* Lesson x. [[/Architecture/]]
* Lesson x. [[/Photography/]]
* Lesson x. [[/Sports and games/]]
* Lesson x. [[/Post office and other services/]]
* Lesson x. [[/Media/]]
* Lesson x. [[/Computers and Internet/]]
* Lesson x. [[/Books and literature/]]
* Lesson x. [[/Intellectual life/]]
* Lesson x. [[/Communication/]]
* Lesson x. [[/Feelings and Emotions/]]
* Lesson x. [[/Health and Medicine/]]
* Lesson x. [[/Fashion/]]
* Lesson x. [[/Money and Banking/]]
* Lesson x. [[/Character and Personality/]]
* Lesson x. [[/Science and Research/]]
* Lesson x. [[/Crime, Law and Justice/]]
* Lesson x. [[/Environment/]]
* Lesson x. [[/Weather and Climate/]]
* Lesson x. [[/Economy and Finances/]]
* Lesson x. [[/Politics/]]
* Lesson x. [[/Social Issues/]]
* Lesson x. [[/Morality/]]
* Lesson x. [[/Mind and psychology/]]
* Lesson x. [[/Time/]]
* Lesson x. [[/The Past/]]
* Lesson x. [[/The Future/]]
* Lesson x. [[/Belief and religion/]]

==Appendices==
* Appendix x. [[/Foreign words/]]

[[Category:Sylheti Dialect]]</text>
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    <revision>
      <id>2408649</id>
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      <timestamp>2022-07-22T02:34:31Z</timestamp>
      <contributor>
        <username>Dave Braunschweig</username>
        <id>426084</id>
      </contributor>
      <comment>Restore</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="5658" xml:space="preserve">{{Center|{{huge|'''ꠍꠤꠟꠐꠤ'''}}&lt;br&gt;{{big|'''''Silôṭi maṭ'''''}}&lt;br&gt;{{big|''Syloti language''}}}}
{{languages}}
{{lesson}}
{{51%done-2}}

== Who is this course for? ==
This course is intended to teach the '''{{w|Sylheti language}}'''. 
This is a comprehensive course for people who want to develop linguistic (lexical, grammatical and phonetic) and communication skills in the Sylheti language.

== Name of the language == 
{| class=&quot;wikitable&quot;
|-
!Language
| Native || Mundari (Austroasiatic) || Bengali || Hindi || Sanskrit
|-
!Original words
|[silɔʈi] ||[silhɛʈi]||[sileʈi]|| [silahat] ||[srihattia]
|- 
!Anglicized spellings
|Syloti||Sylheti||n/a||n/a||n/a
|}

==First contact==
Let's dive straight into some simple Sylheti sentences to give you a first impression of how Sylheti is structured.

Sentence 1 : I speak Syloti.

{| class=&quot;wikitable&quot;
|-
! mu•i !! si•lo•ṭi !! ma•ti
|-
| (Subject) || (Direct Object) || (Verb)
|-
| (I) || (Syloti) || (speak)
|}

Note : The simple affirmative present tense Syloti sentence follows the Subject-Object-Verb (SOV) word order. 

Sentence 2 : I do not speak Syloti.

{| class=&quot;wikitable&quot;
|-
! mu•i !! si•lo•ṭi !! ma•ti !! naa
|-
| (Subject) || (Direct Object) || (Verb) || (Negative marker for present)
|-
| (I) || (Syloti) || (speak) || (not)
|}

Note : The simple negative present tense Sylheti sentence adds the negative marker -naa after the verb to make it negative.

Note : 

1. As the subject changes from mui (I) to tumi (You), observe that the form of the present tense verb changes. To learn more about this, see [[/Verbs/]]

== List of Grammar Lessons (not in order) == 
* Lesson x. [[/Pronouns/]]
* Lesson x. [[/Nouns/]]
* Lesson x. [[/Verbs/]]
* Lesson x. [[/Adjectives/]]
* Lesson x. [[/Adverbs/]]
* Lesson x. [[/Degree Modifiers for adjectives, adverbs and verbs/]]
* Lesson x. [[/Comparison with nouns, adjectives, adverbs and verbs/]]
* Lesson x. [[/Object Pronouns/]]
* Lesson x. [[/Word Order/]]
* Lesson x. [[/Postpositions/]]
* Lesson x. [[/Expressing temporal information/]] ('''When''' or '''how often''' something happens)
* Lesson x. [[/Expressing locative information/]] ('''Where''' something happens)
* Lesson x. [[/Expressing Obligation with Verb/]] (modal auxiliary &quot;zoruri&quot;)
* Lesson x. [[/Expressing Possibility with Verb/]] (modal auxiliary &quot;fara&quot;)
* Lesson x. [[/Expressing Ability or Knowhow with Verb/]] (modal auxiliary &quot;zana&quot; or &quot;fara&quot;)
* Lesson x. [[/Expressing Want with Verb/]] (modal auxiliary &quot;saua&quot;)
* Lesson x. [[/Expressing Need with Verb/]] (modal auxiliary &quot;dorkhar&quot; or &quot;laga&quot;)
* Lesson x. [[/Expressing Cause/]] ('''Why''' something happens)
* Lesson x. [[/Expressing Consequence/]]
* Lesson x. [[/Expressing Goal/]] ('''For what''' something happens)
* Lesson x. [[/Expressing Opposition/]] (how to say ''but, on the contrary, however,'' etc.)
* Lesson x. [[/Expressing Addition of Ideas/]] (how to say ''and, moreover,'' etc)
* Lesson x. [[/Expressing Conditions/]] (how to say ''if, unless, depends'' etc)
* Lesson x. [[/Expressing Anteriority, Posteriority and Simultaneity/]] (how to say ''before, after, during'' etc)
* Lesson x. [[/Characterizing using relative clauses/]] (how to add information using ''who, which, where, whose, that'' etc)
* Lesson x. [[/Asking Questions/]]

==List of Vocabulary Lessons (not in order)== 
* Lesson x. [[/Greetings and basic polite expressions/]]
* Lesson x. [[/Numbers/]]
* Lesson x. [[/Measurements and Quantities/]]
* Lesson x. [[/Characteristics of Objects/]]: Size, Shape, Material, Texture, Color
* Lesson x. [[/Geography and nationalities/]]
* Lesson x. [[/Languages/]]
* Lesson x. [[/Human Body/]]
* Lesson x. [[/Movements, Gestures and Postures/]]
* Lesson x. [[/Cycle of Life/]]
* Lesson x. [[/Family/]]
* Lesson x. [[/Relationships/]]
* Lesson x. [[/Personal Information/]]
* Lesson x. [[/Daily activities/]]
* Lesson x. [[/Housing/]]
* Lesson x. [[/Appearance and Clothing/]]
* Lesson x. [[/Places in the city/]]
* Lesson x. [[/Directions/]]
* Lesson x. [[/Traveling, roads and transport/]]
* Lesson x. [[/Personal Objects/]]
* Lesson x. [[/Education/]]
* Lesson x. [[/Work and Workplaces/]]
* Lesson x. [[/Shops and shopping/]]
* Lesson x. [[/Vacation/]]
* Lesson x. [[/Leisure activities/]]
* Lesson x. [[/Animals/]]
* Lesson x. [[/Plants and Trees/]]
* Lesson x. [[/Food/]]
* Lesson x. [[/Eating out/]]
* Lesson x. [[/Cooking, Recipes and Gastronomy/]]
* Lesson x. [[/Shops and shopping/]]
* Lesson x. [[/Graphic Arts/]]
* Lesson x. [[/Theater/]]
* Lesson x. [[/Cinema/]]
* Lesson x. [[/Music/]]
* Lesson x. [[/Architecture/]]
* Lesson x. [[/Photography/]]
* Lesson x. [[/Sports and games/]]
* Lesson x. [[/Post office and other services/]]
* Lesson x. [[/Media/]]
* Lesson x. [[/Computers and Internet/]]
* Lesson x. [[/Books and literature/]]
* Lesson x. [[/Intellectual life/]]
* Lesson x. [[/Communication/]]
* Lesson x. [[/Feelings and Emotions/]]
* Lesson x. [[/Health and Medicine/]]
* Lesson x. [[/Fashion/]]
* Lesson x. [[/Money and Banking/]]
* Lesson x. [[/Character and Personality/]]
* Lesson x. [[/Science and Research/]]
* Lesson x. [[/Crime, Law and Justice/]]
* Lesson x. [[/Environment/]]
* Lesson x. [[/Weather and Climate/]]
* Lesson x. [[/Economy and Finances/]]
* Lesson x. [[/Politics/]]
* Lesson x. [[/Social Issues/]]
* Lesson x. [[/Morality/]]
* Lesson x. [[/Mind and psychology/]]
* Lesson x. [[/Time/]]
* Lesson x. [[/The Past/]]
* Lesson x. [[/The Future/]]
* Lesson x. [[/Belief and religion/]]

==Appendices==
* Appendix x. [[/Foreign words/]]

[[Category:Sylheti language]]
[[Category:Languages by name]]
[[Category:Indo-Aryan languages]]</text>
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      <timestamp>2022-07-22T02:27:31Z</timestamp>
      <contributor>
        <username>Dave Braunschweig</username>
        <id>426084</id>
      </contributor>
      <minor />
      <comment>Reverted edits by [[Special:Contributions/Aideppp|Aideppp]] ([[User_talk:Aideppp|talk]]) to last version by [[User:UserNumber|UserNumber]] using [[Wikiversity:Rollback|rollback]]</comment>
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      <text bytes="647" xml:space="preserve">{| class=&quot;wikitable sortable&quot;
|-
! English !! Bengali script !! Latin transliteration !! Sylheti Nagri script
|-
| Religion || ধর্ম || dhormo
|-
| Islam || ইছলাম || islam
|-
| Islamic || ইছলামী || islami
|-
| Muslim || মছলমান || mosolman
|-
| Abrahamic || ইব্রাহিমী || ibrahimi
|-
| Hinduism || হিন্দু || indu
|-
| Christian || নাছারা || nasara
|-
| Jewish || ইহুদী || ihudi
|-
| monotheism || তাওহীদ || taoheed
|-
| polytheism || শিরিক || shirik
|-
| atheist || নাস্তিক || nastik
|}
{{subpage navbar}}

{{CourseCat}}</text>
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      <id>2408617</id>
      <parentid>2408598</parentid>
      <timestamp>2022-07-22T02:32:23Z</timestamp>
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        <username>Dave Braunschweig</username>
        <id>426084</id>
      </contributor>
      <minor />
      <comment>Dave Braunschweig moved page [[Sylheti Dialect/Belief and religion]] to [[Sylheti language/Belief and religion]]: Rename</comment>
      <model>wikitext</model>
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      <text bytes="647" xml:space="preserve">{| class=&quot;wikitable sortable&quot;
|-
! English !! Bengali script !! Latin transliteration !! Sylheti Nagri script
|-
| Religion || ধর্ম || dhormo
|-
| Islam || ইছলাম || islam
|-
| Islamic || ইছলামী || islami
|-
| Muslim || মছলমান || mosolman
|-
| Abrahamic || ইব্রাহিমী || ibrahimi
|-
| Hinduism || হিন্দু || indu
|-
| Christian || নাছারা || nasara
|-
| Jewish || ইহুদী || ihudi
|-
| monotheism || তাওহীদ || taoheed
|-
| polytheism || শিরিক || shirik
|-
| atheist || নাস্তিক || nastik
|}
{{subpage navbar}}

{{CourseCat}}</text>
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  <page>
    <title>Sylheti language/Greetings and basic polite expressions</title>
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      <id>2408589</id>
      <parentid>2408520</parentid>
      <timestamp>2022-07-22T02:27:18Z</timestamp>
      <contributor>
        <username>Dave Braunschweig</username>
        <id>426084</id>
      </contributor>
      <minor />
      <comment>Reverted edits by [[Special:Contributions/Aideppp|Aideppp]] ([[User_talk:Aideppp|talk]]) to last version by [[User:77.101.194.138|77.101.194.138]] using [[Wikiversity:Rollback|rollback]]</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="1217" xml:space="preserve">{| class=&quot;wikitable&quot;
|-
! To say !! Say
|-
| Hello || (assalamu alaikum) - used by Muslims (nomoshkar) - used by Hindus
|-
| Are you good? || Bhala aso ni?
|-
| Welcome || shagatam
|-
| Congratulations || Mubarak
|-
| Happy Anniversary || Shaadi Mubarak
|-
| Goodbye || Allah hafiz 
|-
| Good morning || Biantubala Mubarak
|-
| Good afternoon || Madan bala mubarak
|-
| Good Evening || Hainja mubarak
|-
| Good Night || Rait mubarak
|-
| See you again || Abar dekha oibo ne
|-
| Excuse me || Maaf karba
|-
| Pardon me || Maaf khorione
|-
| Thank you || Dhoinnobad
|-
| Thanks a lot || Shukriya
|-
| Please || Doya khori
|-
| Nice to meet you. || Afnar loge forisito oiya khushi oilam
|-
| I am good || Ami Bhala asi
|-
| Yes || oy
|-
| No || naa
|-
| I don't understand [what you are saying] || [Afne kita khoisoin] ami buztam farsi na
|-
| Repeat please || Abar khoin/ Arokhbar khoin
|-
| Speak [a bit] slowly please || [ThuRa] aste khoin
|-
| I can't speak Sylheti Bengali || Ami Sylheti Bangla mattam fari na
|-
| I can't speak Sylheti Bengali very well || Ami bhala kori Sylheti Bangla mattam fari na
|-
| Do you speak English? || Afne Inglish matta faroin ni?
|}

{{subpage navbar}}

[[Category:Sylheti Dialect]]</text>
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      <id>2408633</id>
      <parentid>2408589</parentid>
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        <username>Dave Braunschweig</username>
        <id>426084</id>
      </contributor>
      <minor />
      <comment>Dave Braunschweig moved page [[Sylheti Dialect/Greetings and basic polite expressions]] to [[Sylheti language/Greetings and basic polite expressions]]: Rename</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="1217" xml:space="preserve">{| class=&quot;wikitable&quot;
|-
! To say !! Say
|-
| Hello || (assalamu alaikum) - used by Muslims (nomoshkar) - used by Hindus
|-
| Are you good? || Bhala aso ni?
|-
| Welcome || shagatam
|-
| Congratulations || Mubarak
|-
| Happy Anniversary || Shaadi Mubarak
|-
| Goodbye || Allah hafiz 
|-
| Good morning || Biantubala Mubarak
|-
| Good afternoon || Madan bala mubarak
|-
| Good Evening || Hainja mubarak
|-
| Good Night || Rait mubarak
|-
| See you again || Abar dekha oibo ne
|-
| Excuse me || Maaf karba
|-
| Pardon me || Maaf khorione
|-
| Thank you || Dhoinnobad
|-
| Thanks a lot || Shukriya
|-
| Please || Doya khori
|-
| Nice to meet you. || Afnar loge forisito oiya khushi oilam
|-
| I am good || Ami Bhala asi
|-
| Yes || oy
|-
| No || naa
|-
| I don't understand [what you are saying] || [Afne kita khoisoin] ami buztam farsi na
|-
| Repeat please || Abar khoin/ Arokhbar khoin
|-
| Speak [a bit] slowly please || [ThuRa] aste khoin
|-
| I can't speak Sylheti Bengali || Ami Sylheti Bangla mattam fari na
|-
| I can't speak Sylheti Bengali very well || Ami bhala kori Sylheti Bangla mattam fari na
|-
| Do you speak English? || Afne Inglish matta faroin ni?
|}

{{subpage navbar}}

[[Category:Sylheti Dialect]]</text>
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  <page>
    <title>Sylheti language/Characteristics of Objects</title>
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      </contributor>
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      <id>2408597</id>
      <parentid>2408543</parentid>
      <timestamp>2022-07-22T02:27:30Z</timestamp>
      <contributor>
        <username>Dave Braunschweig</username>
        <id>426084</id>
      </contributor>
      <minor />
      <comment>Reverted edits by [[Special:Contributions/Aideppp|Aideppp]] ([[User_talk:Aideppp|talk]]) to last version by [[User:UserNumber|UserNumber]] using [[Wikiversity:Rollback|rollback]]</comment>
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      <text bytes="811" xml:space="preserve">==Colors==
{| class=&quot;wikitable sortable&quot;
|-
! Color name in English !! Transliteration
|-
| Dark || siksika
|-
| Light || fatla
|-
| Bright || for
|-
|}

====Miscellaneous====
'''colour'''
: rong&lt;br&gt;

'''colourless'''
: berong&lt;br&gt;

'''colourful'''
: rongila, rongbirongi&lt;br&gt;

'''shiny'''
: zokhmoki&lt;br&gt;

====Primary colours====
'''red'''
: lal&lt;br&gt;
'''green'''
: khoswa&lt;br&gt;
'''blue'''
: nil&lt;br&gt;

====Secondary colours====
'''pink (rosy)'''
: gulafi&lt;br&gt;
'''orange'''
: khomla&lt;br&gt;
'''yellow'''
: oilda [oh-eel-dah]&lt;br&gt;
'''purple'''
: baingoni&lt;br&gt;
'''Brown'''
: buramaṭi/badami&lt;br&gt;

====Hueless colours====
'''black'''
: khala&lt;br&gt;
'''gray'''
: meghla&lt;br&gt;
'''white'''
: shada&lt;br&gt;

====Jewellery colours====
'''gold'''
: shuna&lt;br&gt;
'''silver'''
: rufa&lt;br&gt;
'''bronze'''
: fitol&lt;br&gt;


{{subpage navbar}}

{{CourseCat}}</text>
      <sha1>0k4liam1bsk8s33eap6sfnzhzpffllo</sha1>
    </revision>
    <revision>
      <id>2408619</id>
      <parentid>2408597</parentid>
      <timestamp>2022-07-22T02:32:23Z</timestamp>
      <contributor>
        <username>Dave Braunschweig</username>
        <id>426084</id>
      </contributor>
      <minor />
      <comment>Dave Braunschweig moved page [[Sylheti Dialect/Characteristics of Objects]] to [[Sylheti language/Characteristics of Objects]]: Rename</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="811" xml:space="preserve">==Colors==
{| class=&quot;wikitable sortable&quot;
|-
! Color name in English !! Transliteration
|-
| Dark || siksika
|-
| Light || fatla
|-
| Bright || for
|-
|}

====Miscellaneous====
'''colour'''
: rong&lt;br&gt;

'''colourless'''
: berong&lt;br&gt;

'''colourful'''
: rongila, rongbirongi&lt;br&gt;

'''shiny'''
: zokhmoki&lt;br&gt;

====Primary colours====
'''red'''
: lal&lt;br&gt;
'''green'''
: khoswa&lt;br&gt;
'''blue'''
: nil&lt;br&gt;

====Secondary colours====
'''pink (rosy)'''
: gulafi&lt;br&gt;
'''orange'''
: khomla&lt;br&gt;
'''yellow'''
: oilda [oh-eel-dah]&lt;br&gt;
'''purple'''
: baingoni&lt;br&gt;
'''Brown'''
: buramaṭi/badami&lt;br&gt;

====Hueless colours====
'''black'''
: khala&lt;br&gt;
'''gray'''
: meghla&lt;br&gt;
'''white'''
: shada&lt;br&gt;

====Jewellery colours====
'''gold'''
: shuna&lt;br&gt;
'''silver'''
: rufa&lt;br&gt;
'''bronze'''
: fitol&lt;br&gt;


{{subpage navbar}}

{{CourseCat}}</text>
      <sha1>0k4liam1bsk8s33eap6sfnzhzpffllo</sha1>
    </revision>
  </page>
  <page>
    <title>Sylheti language/Verbs</title>
    <ns>0</ns>
    <id>242404</id>
    <revision>
      <id>2408531</id>
      <parentid>2348013</parentid>
      <timestamp>2022-07-21T23:57:07Z</timestamp>
      <contributor>
        <username>Aideppp</username>
        <id>2946902</id>
      </contributor>
      <comment>Redirected page to [[Sylheti language/Verbs]]</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="36" xml:space="preserve">#REDIRECT [[Sylheti language/Verbs]]</text>
      <sha1>c6f30p42ynd4ono91qbnvb5sv2is7g6</sha1>
    </revision>
    <revision>
      <id>2408591</id>
      <parentid>2408531</parentid>
      <timestamp>2022-07-22T02:27:21Z</timestamp>
      <contributor>
        <username>Dave Braunschweig</username>
        <id>426084</id>
      </contributor>
      <minor />
      <comment>Reverted edits by [[Special:Contributions/Aideppp|Aideppp]] ([[User_talk:Aideppp|talk]]) to last version by [[User:UserNumber|UserNumber]] using [[Wikiversity:Rollback|rollback]]</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="2640" xml:space="preserve">Sylheti Bengali verbs can be conjugated according to three tenses : Present, Past and Future

Within each tense, verbs can be conjugated differently according to their aspects : simple, progressive, perfect, habitual, near, distant, etc.  

==Verb conjugation in Present tense==
===First category of conjugation : Verbs ending in ''consonant+-aa''===
An example verb of this category is : 

ma•ta &lt;br&gt;
to speak 

This is the dictionary form or the infinitive form of the verb.

At the end of this verb we have '''ta''', which matches the pattern '''consonant + -aa'''

To conjugate this kind of verb in the present tense, you 

1. remove the -aa in the end.

2. add the following endings depending on Person. (Who is doing the action matters).

3. Note that Number (Singular or Plural) of the Subject doesn't matter. (How many persons are doing the action has no influence on the verb ending.) 

{| class=&quot;wikitable&quot;
|-
|   || colspan = &quot;2&quot; | '''Singular'''  || colspan = &quot;2&quot; |  '''Plural'''
|-
| 1st Person || Ami (I)  || '''-i''' || Amra (We)  || '''-i'''
|-
| 2nd Person &lt;br&gt; (informal) || Tumi (You) || '''-o'''  || Tumra (You)  || '''-o''' 
|-
| 2nd Person &lt;br&gt; (familiar / &lt;br&gt;derogatory) || Tui (You)  ||  '''-is''' ||  ||
|-
| 2nd Person &lt;br&gt; (formal) || Afne (You)  || '''-oin''' || Afnara (You)  || '''-oukka''' 
|-
| 3rd Person &lt;br&gt; (informal)   ||  He/Tai (He/She)  ||  '''-e'''  || Tara (They)  || '''-e'''
|-
| 3rd Person &lt;br&gt; (formal) || Tain (He/She)  || '''-oin'''  ||  || 
|}


{| class=&quot;wikitable&quot;
|-
|  colspan = &quot;5&quot; | {{center| Mata (to speak)}}
|-
|   || colspan = &quot;2&quot; | '''Singular'''  || colspan = &quot;2&quot; |  '''Plural'''
|-
| 1st Person || Ami (I)  || mat'''i''' (speak) || Amra (We)  || mat'''i''' (speak)
|-
| 2nd Person &lt;br&gt; (informal) || Tumi (You) || mat'''o''' (speak) || Tumra (You) || mat'''o''' (speak) 
|-
| 2nd Person &lt;br&gt; (familiar / &lt;br&gt;derogatory) || Tui (You)  ||  mat'''is'''/mat (speak)  ||   || 
|-
| 2nd Person &lt;br&gt; (formal) || Afne (You)  || mat'''oin''' (speak) || Afnara (You)  || mat'''oukka''' (speak)
|-
| 3rd Person &lt;br&gt; (informal)   ||  He/Tai (He/She)  ||  mat'''e''' (speaks)  || Tara (They)  ||  mat'''e''' (speaks)
|-
| 3rd Person &lt;br&gt; (formal) || Tain (He/She)  || mat'''oin''' (speaks) ||   ||
|}

===progressive/continuous present===
This tense describes a present action which is still going on at this moment and not finished.

===perfect present===
This tense describes an action which was completed in a near past.

===habitual present===
This tense describes an action which is a currently existing habit.

*[[/Perfect Aspect/]]

{{subpage navbar}}

[[Category:Sylheti Dialect]]</text>
      <sha1>j6v5pzsmnoawywv90coj3gpckvpbp5n</sha1>
    </revision>
    <revision>
      <id>2408647</id>
      <parentid>2408591</parentid>
      <timestamp>2022-07-22T02:32:26Z</timestamp>
      <contributor>
        <username>Dave Braunschweig</username>
        <id>426084</id>
      </contributor>
      <minor />
      <comment>Dave Braunschweig moved page [[Sylheti Dialect/Verbs]] to [[Sylheti language/Verbs]]: Rename</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="2640" xml:space="preserve">Sylheti Bengali verbs can be conjugated according to three tenses : Present, Past and Future

Within each tense, verbs can be conjugated differently according to their aspects : simple, progressive, perfect, habitual, near, distant, etc.  

==Verb conjugation in Present tense==
===First category of conjugation : Verbs ending in ''consonant+-aa''===
An example verb of this category is : 

ma•ta &lt;br&gt;
to speak 

This is the dictionary form or the infinitive form of the verb.

At the end of this verb we have '''ta''', which matches the pattern '''consonant + -aa'''

To conjugate this kind of verb in the present tense, you 

1. remove the -aa in the end.

2. add the following endings depending on Person. (Who is doing the action matters).

3. Note that Number (Singular or Plural) of the Subject doesn't matter. (How many persons are doing the action has no influence on the verb ending.) 

{| class=&quot;wikitable&quot;
|-
|   || colspan = &quot;2&quot; | '''Singular'''  || colspan = &quot;2&quot; |  '''Plural'''
|-
| 1st Person || Ami (I)  || '''-i''' || Amra (We)  || '''-i'''
|-
| 2nd Person &lt;br&gt; (informal) || Tumi (You) || '''-o'''  || Tumra (You)  || '''-o''' 
|-
| 2nd Person &lt;br&gt; (familiar / &lt;br&gt;derogatory) || Tui (You)  ||  '''-is''' ||  ||
|-
| 2nd Person &lt;br&gt; (formal) || Afne (You)  || '''-oin''' || Afnara (You)  || '''-oukka''' 
|-
| 3rd Person &lt;br&gt; (informal)   ||  He/Tai (He/She)  ||  '''-e'''  || Tara (They)  || '''-e'''
|-
| 3rd Person &lt;br&gt; (formal) || Tain (He/She)  || '''-oin'''  ||  || 
|}


{| class=&quot;wikitable&quot;
|-
|  colspan = &quot;5&quot; | {{center| Mata (to speak)}}
|-
|   || colspan = &quot;2&quot; | '''Singular'''  || colspan = &quot;2&quot; |  '''Plural'''
|-
| 1st Person || Ami (I)  || mat'''i''' (speak) || Amra (We)  || mat'''i''' (speak)
|-
| 2nd Person &lt;br&gt; (informal) || Tumi (You) || mat'''o''' (speak) || Tumra (You) || mat'''o''' (speak) 
|-
| 2nd Person &lt;br&gt; (familiar / &lt;br&gt;derogatory) || Tui (You)  ||  mat'''is'''/mat (speak)  ||   || 
|-
| 2nd Person &lt;br&gt; (formal) || Afne (You)  || mat'''oin''' (speak) || Afnara (You)  || mat'''oukka''' (speak)
|-
| 3rd Person &lt;br&gt; (informal)   ||  He/Tai (He/She)  ||  mat'''e''' (speaks)  || Tara (They)  ||  mat'''e''' (speaks)
|-
| 3rd Person &lt;br&gt; (formal) || Tain (He/She)  || mat'''oin''' (speaks) ||   ||
|}

===progressive/continuous present===
This tense describes a present action which is still going on at this moment and not finished.

===perfect present===
This tense describes an action which was completed in a near past.

===habitual present===
This tense describes an action which is a currently existing habit.

*[[/Perfect Aspect/]]

{{subpage navbar}}

[[Category:Sylheti Dialect]]</text>
      <sha1>j6v5pzsmnoawywv90coj3gpckvpbp5n</sha1>
    </revision>
  </page>
  <page>
    <title>Sylheti language/Languages</title>
    <ns>0</ns>
    <id>243042</id>
    <revision>
      <id>2408541</id>
      <parentid>2348018</parentid>
      <timestamp>2022-07-22T00:04:38Z</timestamp>
      <contributor>
        <username>Aideppp</username>
        <id>2946902</id>
      </contributor>
      <comment>Redirected page to [[Sylheti language/Languages]]</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="40" xml:space="preserve">#REDIRECT [[Sylheti language/Languages]]</text>
      <sha1>ms7j64k25cswi52sj8kkkqq95h7nqgh</sha1>
    </revision>
    <revision>
      <id>2408596</id>
      <parentid>2408541</parentid>
      <timestamp>2022-07-22T02:27:28Z</timestamp>
      <contributor>
        <username>Dave Braunschweig</username>
        <id>426084</id>
      </contributor>
      <minor />
      <comment>Reverted edits by [[Special:Contributions/Aideppp|Aideppp]] ([[User_talk:Aideppp|talk]]) to last version by [[User:UserNumber|UserNumber]] using [[Wikiversity:Rollback|rollback]]</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="1250" xml:space="preserve">
{| class=&quot;wikitable sortable&quot;
|-
! English !! Bengali script !! Transliteration
|-
| Sylheti || সিলেটি || sileṭi
|-
| Bengali || বাংলা || bangla
|-
| Arabic || আরবি || arobi, arbi
|-
| Egyptian Arabic || মিশরি আরবি || mishori arbi
|-
| Persian || ফার্সি || farsi
|-
| Turkish || তুর্কি || turki
|-
| Assamese || আসামি || Ashami
|-
| Chittagonian || চিটাগাঙ্গি || siṭagangi
|-
| Kokborok || তিপুরি || tifuri
|-
| Bishnupriya Manipuri || মনিপুরি || monifuri
|-
| Chakma || চাকমা || saxma
|-
| Sindhi || সিন্ধি || shindi
|-
| Gujarati || গুজরাতি || guzrati
|-
| Nepali || নেপালি || nefali
|-
| Rohingya || রুইঙ্গা || ruinga
|-
| English || ইংরাজি || ingrazi
|-
| British English || বিলাতি ইংরাজি || bilati ingrazi
|-
| American English || আমুরিকান ইংরাজি || amurikan ingrazi
|-
| Pashto || পশ্তু || foshtu
|-
| Sanskrit || সংস্কৃত || shongskrit
|-
| German || জার্মান || zarman
|-
| French || ফেন্স || fens
|-
|}
{{subpage navbar}}

{{CourseCat}}</text>
      <sha1>o0gijqbp6qgwbqe9s6ilwzsh2w9te7p</sha1>
    </revision>
    <revision>
      <id>2408637</id>
      <parentid>2408596</parentid>
      <timestamp>2022-07-22T02:32:25Z</timestamp>
      <contributor>
        <username>Dave Braunschweig</username>
        <id>426084</id>
      </contributor>
      <minor />
      <comment>Dave Braunschweig moved page [[Sylheti Dialect/Languages]] to [[Sylheti language/Languages]]: Rename</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="1250" xml:space="preserve">
{| class=&quot;wikitable sortable&quot;
|-
! English !! Bengali script !! Transliteration
|-
| Sylheti || সিলেটি || sileṭi
|-
| Bengali || বাংলা || bangla
|-
| Arabic || আরবি || arobi, arbi
|-
| Egyptian Arabic || মিশরি আরবি || mishori arbi
|-
| Persian || ফার্সি || farsi
|-
| Turkish || তুর্কি || turki
|-
| Assamese || আসামি || Ashami
|-
| Chittagonian || চিটাগাঙ্গি || siṭagangi
|-
| Kokborok || তিপুরি || tifuri
|-
| Bishnupriya Manipuri || মনিপুরি || monifuri
|-
| Chakma || চাকমা || saxma
|-
| Sindhi || সিন্ধি || shindi
|-
| Gujarati || গুজরাতি || guzrati
|-
| Nepali || নেপালি || nefali
|-
| Rohingya || রুইঙ্গা || ruinga
|-
| English || ইংরাজি || ingrazi
|-
| British English || বিলাতি ইংরাজি || bilati ingrazi
|-
| American English || আমুরিকান ইংরাজি || amurikan ingrazi
|-
| Pashto || পশ্তু || foshtu
|-
| Sanskrit || সংস্কৃত || shongskrit
|-
| German || জার্মান || zarman
|-
| French || ফেন্স || fens
|-
|}
{{subpage navbar}}

{{CourseCat}}</text>
      <sha1>o0gijqbp6qgwbqe9s6ilwzsh2w9te7p</sha1>
    </revision>
  </page>
  <page>
    <title>Sylheti language/Expressing temporal information</title>
    <ns>0</ns>
    <id>243166</id>
    <revision>
      <id>2408559</id>
      <parentid>2348015</parentid>
      <timestamp>2022-07-22T00:24:06Z</timestamp>
      <contributor>
        <username>Aideppp</username>
        <id>2946902</id>
      </contributor>
      <comment>Redirected page to [[Sylheti language/Expressing temporal information]]</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="62" xml:space="preserve">#REDIRECT [[Sylheti language/Expressing temporal information]]</text>
      <sha1>732y5a52x4yiy73mrwlp6fsduthgyjz</sha1>
    </revision>
    <revision>
      <id>2408604</id>
      <parentid>2408559</parentid>
      <timestamp>2022-07-22T02:27:42Z</timestamp>
      <contributor>
        <username>Dave Braunschweig</username>
        <id>426084</id>
      </contributor>
      <minor />
      <comment>Reverted edits by [[Special:Contributions/Aideppp|Aideppp]] ([[User_talk:Aideppp|talk]]) to last version by [[User:UserNumber|UserNumber]] using [[Wikiversity:Rollback|rollback]]</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="1797" xml:space="preserve">Time is called &quot;shomoy&quot; in Sylheti

==Units of Time==
{| class=&quot;wikitable&quot;
|-
! English !! Bengali script
|-
| Second || সেকেন্ড &lt;br&gt; sekenD 
|-
| Minute || মিনিট  &lt;br&gt;miniT  
|-
| Hour || ঘন্টা &lt;br&gt;ghonTa
|-
| Day || দিন &lt;br&gt;din
|-
| Week || হাফতা &lt;br&gt;hafta 
|-
| Month ||মাস &lt;br&gt;maash
|-
| Year || বছর &lt;br&gt;bosor
|-
| Generation || জমানা &lt;br&gt;zomana
|-
|}

==Moments of the day==
{| class=&quot;wikitable&quot;
|-
! English !! Bengali script
|-
| Night || রাইত (বালা)&lt;br&gt;rait (bala)
|-
| Day || দিন (বালা)&lt;br&gt;din (bala) 
|-
| Midnight || গভীর রাইত&lt;br&gt;gobhir rait 
|-
| Pre-dawn || ফতা (বালা)&lt;br&gt;fota (bala) 
|-
| Dawn || ফজর (বালা)&lt;br&gt;fozor (bala)
|-
| Morning || সকাল/বিয়ান (বালা)&lt;br&gt;shokhal/biyan (bala)
|-
| Noon || দুপুর/দুইপর (বালা)&lt;br&gt;dufur/duifor (bala)
|-
| Afternoon || বিকাল (বালা)&lt;br&gt;bikal (bala)
|-
| Sunset || মুগরিব&lt;br&gt; mugrib 
|-
|}

==Days of the week==
{| class=&quot;wikitable&quot;
|-
! English !! Bengali script
|-
| Monday || সোমবার&lt;br&gt;Shombar 
|-
| Tuesday || মঙ্গলবার&lt;br&gt;Mongolbar
|-
| Wednesday || বুধবার&lt;br&gt;Budhbar
|-
| Thursday || বিশুদ্ধবার&lt;br&gt;Bishudhbar
|-
| Friday || জুম্মাবার &lt;br&gt;Zummabar
|-
| Saturday || সনিবার&lt;br&gt;Shonibar 
|-
| Sunday || রইববার&lt;br&gt;Roibbar
|-
|}

==Months of the year==

==Date==

==Telling time==

==Time expressions relative to now or today==
===time expressions denoting the present===
===time expressions going towards the past===
===time expressions going towards the future===

==Frequency==

{{subpage navbar}}

{{CourseCat}}</text>
      <sha1>e6nhttyzvzlqjsklg6frq3n132qgxlq</sha1>
    </revision>
    <revision>
      <id>2408627</id>
      <parentid>2408604</parentid>
      <timestamp>2022-07-22T02:32:24Z</timestamp>
      <contributor>
        <username>Dave Braunschweig</username>
        <id>426084</id>
      </contributor>
      <minor />
      <comment>Dave Braunschweig moved page [[Sylheti Dialect/Expressing temporal information]] to [[Sylheti language/Expressing temporal information]]: Rename</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="1797" xml:space="preserve">Time is called &quot;shomoy&quot; in Sylheti

==Units of Time==
{| class=&quot;wikitable&quot;
|-
! English !! Bengali script
|-
| Second || সেকেন্ড &lt;br&gt; sekenD 
|-
| Minute || মিনিট  &lt;br&gt;miniT  
|-
| Hour || ঘন্টা &lt;br&gt;ghonTa
|-
| Day || দিন &lt;br&gt;din
|-
| Week || হাফতা &lt;br&gt;hafta 
|-
| Month ||মাস &lt;br&gt;maash
|-
| Year || বছর &lt;br&gt;bosor
|-
| Generation || জমানা &lt;br&gt;zomana
|-
|}

==Moments of the day==
{| class=&quot;wikitable&quot;
|-
! English !! Bengali script
|-
| Night || রাইত (বালা)&lt;br&gt;rait (bala)
|-
| Day || দিন (বালা)&lt;br&gt;din (bala) 
|-
| Midnight || গভীর রাইত&lt;br&gt;gobhir rait 
|-
| Pre-dawn || ফতা (বালা)&lt;br&gt;fota (bala) 
|-
| Dawn || ফজর (বালা)&lt;br&gt;fozor (bala)
|-
| Morning || সকাল/বিয়ান (বালা)&lt;br&gt;shokhal/biyan (bala)
|-
| Noon || দুপুর/দুইপর (বালা)&lt;br&gt;dufur/duifor (bala)
|-
| Afternoon || বিকাল (বালা)&lt;br&gt;bikal (bala)
|-
| Sunset || মুগরিব&lt;br&gt; mugrib 
|-
|}

==Days of the week==
{| class=&quot;wikitable&quot;
|-
! English !! Bengali script
|-
| Monday || সোমবার&lt;br&gt;Shombar 
|-
| Tuesday || মঙ্গলবার&lt;br&gt;Mongolbar
|-
| Wednesday || বুধবার&lt;br&gt;Budhbar
|-
| Thursday || বিশুদ্ধবার&lt;br&gt;Bishudhbar
|-
| Friday || জুম্মাবার &lt;br&gt;Zummabar
|-
| Saturday || সনিবার&lt;br&gt;Shonibar 
|-
| Sunday || রইববার&lt;br&gt;Roibbar
|-
|}

==Months of the year==

==Date==

==Telling time==

==Time expressions relative to now or today==
===time expressions denoting the present===
===time expressions going towards the past===
===time expressions going towards the future===

==Frequency==

{{subpage navbar}}

{{CourseCat}}</text>
      <sha1>e6nhttyzvzlqjsklg6frq3n132qgxlq</sha1>
    </revision>
  </page>
  <page>
    <title>Sylheti language/Numbers</title>
    <ns>0</ns>
    <id>243518</id>
    <revision>
      <id>2408522</id>
      <parentid>2347988</parentid>
      <timestamp>2022-07-21T23:42:21Z</timestamp>
      <contributor>
        <username>Aideppp</username>
        <id>2946902</id>
      </contributor>
      <comment>Redirected page to [[Sylheti language/Numbers]]</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="38" xml:space="preserve">#REDIRECT [[Sylheti language/Numbers]]</text>
      <sha1>4bif7asqfl2fnw3jbv4mrwsgvffeqci</sha1>
    </revision>
    <revision>
      <id>2408590</id>
      <parentid>2408522</parentid>
      <timestamp>2022-07-22T02:27:20Z</timestamp>
      <contributor>
        <username>Dave Braunschweig</username>
        <id>426084</id>
      </contributor>
      <minor />
      <comment>Reverted edits by [[Special:Contributions/Aideppp|Aideppp]] ([[User_talk:Aideppp|talk]]) to last version by [[User:UserNumber|UserNumber]] using [[Wikiversity:Rollback|rollback]]</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="3062" xml:space="preserve">{| class=&quot;wikitable&quot;
|-
! Number !! Symbol !! Bengali script !! Roman script
|-
| 0 || ০ || শূইন্য || shuinno
|-
| 1 || ১ || এক || ekh 
|-
| 2 || ২ || দুই || dui
|-
| 3 || ৩ || তিন || tin 
|-
| 4 || ৪ || চার || sair 
|-
| 5 || ৫ || পাচ || fas 
|- 
| 6 || ৬ || ছয় || soy 
|-
| 7 || ৭ || সাত || shat
|-
| 8 || ৮ || আট || aṭ
|-
| 9 || ৯ || নয় || noy
|-
| 10 || ১০ || দশ || dosh
|}


11 Egaro &lt;br&gt;
12 Baro &lt;br&gt;
13 Thero&lt;br&gt;
14 Souddo &lt;br&gt;
15 Fonro &lt;br&gt;
16 Shullo &lt;br&gt;
17 Shotro &lt;br&gt;
18 Aṭaro &lt;br&gt;
19 Unnish &lt;br&gt;

{| class=&quot;wikitable&quot;
!Numeral
!Transliteration&lt;br&gt;
!Numeral
!Transliteration&lt;br&gt;
!Numeral
!Transliteration&lt;br&gt;
!Numeral
!Transliteration&lt;br&gt;
|-
!20 || bish &lt;br&gt;|| 30 || tish &lt;br&gt;|| 40 || sallish &lt;br&gt;|| 50 || phoinchash&lt;br&gt;
|-
!21 || ekhuish &lt;br&gt;|| 31 || ekhtish &lt;br&gt;|| 41 || ekhsallish &lt;br&gt;|| 51 || ekhanno &lt;br&gt;
|-
!22 || baish &lt;br&gt;|| 32 || bottish &lt;br&gt;|| 42 || beyallish &lt;br&gt;|| 52 || bayanno &lt;br&gt;
|-
!23 || teish &lt;br&gt;|| 33 || tettish &lt;br&gt;|| 43 || tetallish &lt;br&gt;|| 53 ||teppanno &lt;br&gt;
|-
!24 || sobbish &lt;br&gt;|| 34 || sowtish &lt;br&gt;|| 44 ||chouchallish &lt;br&gt;|| 54 ||chuanno &lt;br&gt;
|-
!25 || fochish &lt;br&gt;|| 35 || phoetish &lt;br&gt;|| 45 || foetallish &lt;br&gt;|| 55 ||fosbanno &lt;br&gt;
|-
!26 || sabbish &lt;br&gt;|| 36 || soetish &lt;br&gt;|| 46 || soeallish&lt;br&gt;|| 56 || saphphanno &lt;br&gt;
|-
!27 || hataish &lt;br&gt;|| 37 || hattish &lt;br&gt;|| 47 || hattallish&lt;br&gt;|| 57 || hattanno &lt;br&gt;
|-
!28 || ataish &lt;br&gt;|| 38 || attish &lt;br&gt;|| 48 || attallish &lt;br&gt;|| 58 || attanno &lt;br&gt;
|-
!29 || untish &lt;br&gt;|| 39 || unsallish &lt;br&gt;|| 49 || unphonchiash &lt;br&gt;|| 59 || unshait &lt;br&gt;
|-
|}
&lt;br&gt;
{| class=&quot;wikitable&quot;
!Numeral
!Transliteration&lt;br&gt;
!Numeral
!Transliteration&lt;br&gt;
!Numeral
!Transliteration&lt;br&gt;
!Numeral
!Transliteration&lt;br&gt;
|-
!60 || shait &lt;br&gt;|| 70 || hottoir &lt;br&gt;|| 80 || ashi &lt;br&gt;|| 90 || nobboi &lt;br&gt;
|-
!61 || ekhshait &lt;br&gt;|| 71 || ekhhottoir &lt;br&gt;|| 81 || ekhashi &lt;br&gt;|| 91 || ekhannobboi &lt;br&gt;
|-
!62 || baishait &lt;br&gt;|| 72 || bahottoir &lt;br&gt;|| 82 || biashi &lt;br&gt;|| 92 || bawannobboi &lt;br&gt;
|-
!63 || teshait &lt;br&gt;|| 73 || tehottoir &lt;br&gt;|| 83 || tirashi &lt;br&gt;|| 93 || tewannobboi &lt;br&gt;
|-
!64 || sowshait &lt;br&gt;|| 74 || sowhottoir &lt;br&gt;|| 84 || sowrashi &lt;br&gt;|| 94 || sowannobboi &lt;br&gt;
|-
!65 || phoishait &lt;br&gt;|| 75 || phas'hottoir &lt;br&gt;|| 85 || phasashi &lt;br&gt;|| 95 || phasannobboi &lt;br&gt;
|-
!66 || soeshait &lt;br&gt;|| 76 || sihottoir &lt;br&gt;|| 86 || siashi &lt;br&gt;|| 96 || siannobboi &lt;br&gt;
|-
!67 || harshait &lt;br&gt;|| 77 || hathottoir &lt;br&gt;|| 87 || hatashi &lt;br&gt;|| 97 || hattannobboi &lt;br&gt;
|-
!68 || arshait &lt;br&gt;|| 78 || at'hottoir &lt;br&gt;|| 88 || attashi &lt;br&gt;|| 98 || attannobboi &lt;br&gt;
|-
!69 || unhottoir &lt;br&gt;|| 79 || unoashi &lt;br&gt;|| 89 || nirashi &lt;br&gt;|| 99 || nirannobboi &lt;br&gt;
|-
|}
&lt;br&gt;
1,00 Êkh sho &lt;br&gt;
1,000 Êkh azar &lt;br&gt;
10,000 Dôsh azar &lt;br&gt;
1,00,000 Êkh lakh &lt;br&gt;
10,00,000 Dôsh lakh &lt;br&gt;
1,00,00,000 Ek kuṭi &lt;br&gt;
10,00,00,000 Dosh kuṭi&lt;br&gt;
1,00,00,00,000 Êkhsho kuṭi&lt;br&gt;
10,00,00,00,000 Ekh azar kuṭi&lt;br&gt;
1,00,00,00,00,000 Dosh azar kuṭi&lt;br&gt;
10,00,00,00,00,000 Ekh lak-kuṭi&lt;br&gt;


{{subpage navbar}}

{{CourseCat}}</text>
      <sha1>nqgll521egjcb72e89x9i7npun0rqwy</sha1>
    </revision>
    <revision>
      <id>2408639</id>
      <parentid>2408590</parentid>
      <timestamp>2022-07-22T02:32:25Z</timestamp>
      <contributor>
        <username>Dave Braunschweig</username>
        <id>426084</id>
      </contributor>
      <minor />
      <comment>Dave Braunschweig moved page [[Sylheti Dialect/Numbers]] to [[Sylheti language/Numbers]]: Rename</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="3062" xml:space="preserve">{| class=&quot;wikitable&quot;
|-
! Number !! Symbol !! Bengali script !! Roman script
|-
| 0 || ০ || শূইন্য || shuinno
|-
| 1 || ১ || এক || ekh 
|-
| 2 || ২ || দুই || dui
|-
| 3 || ৩ || তিন || tin 
|-
| 4 || ৪ || চার || sair 
|-
| 5 || ৫ || পাচ || fas 
|- 
| 6 || ৬ || ছয় || soy 
|-
| 7 || ৭ || সাত || shat
|-
| 8 || ৮ || আট || aṭ
|-
| 9 || ৯ || নয় || noy
|-
| 10 || ১০ || দশ || dosh
|}


11 Egaro &lt;br&gt;
12 Baro &lt;br&gt;
13 Thero&lt;br&gt;
14 Souddo &lt;br&gt;
15 Fonro &lt;br&gt;
16 Shullo &lt;br&gt;
17 Shotro &lt;br&gt;
18 Aṭaro &lt;br&gt;
19 Unnish &lt;br&gt;

{| class=&quot;wikitable&quot;
!Numeral
!Transliteration&lt;br&gt;
!Numeral
!Transliteration&lt;br&gt;
!Numeral
!Transliteration&lt;br&gt;
!Numeral
!Transliteration&lt;br&gt;
|-
!20 || bish &lt;br&gt;|| 30 || tish &lt;br&gt;|| 40 || sallish &lt;br&gt;|| 50 || phoinchash&lt;br&gt;
|-
!21 || ekhuish &lt;br&gt;|| 31 || ekhtish &lt;br&gt;|| 41 || ekhsallish &lt;br&gt;|| 51 || ekhanno &lt;br&gt;
|-
!22 || baish &lt;br&gt;|| 32 || bottish &lt;br&gt;|| 42 || beyallish &lt;br&gt;|| 52 || bayanno &lt;br&gt;
|-
!23 || teish &lt;br&gt;|| 33 || tettish &lt;br&gt;|| 43 || tetallish &lt;br&gt;|| 53 ||teppanno &lt;br&gt;
|-
!24 || sobbish &lt;br&gt;|| 34 || sowtish &lt;br&gt;|| 44 ||chouchallish &lt;br&gt;|| 54 ||chuanno &lt;br&gt;
|-
!25 || fochish &lt;br&gt;|| 35 || phoetish &lt;br&gt;|| 45 || foetallish &lt;br&gt;|| 55 ||fosbanno &lt;br&gt;
|-
!26 || sabbish &lt;br&gt;|| 36 || soetish &lt;br&gt;|| 46 || soeallish&lt;br&gt;|| 56 || saphphanno &lt;br&gt;
|-
!27 || hataish &lt;br&gt;|| 37 || hattish &lt;br&gt;|| 47 || hattallish&lt;br&gt;|| 57 || hattanno &lt;br&gt;
|-
!28 || ataish &lt;br&gt;|| 38 || attish &lt;br&gt;|| 48 || attallish &lt;br&gt;|| 58 || attanno &lt;br&gt;
|-
!29 || untish &lt;br&gt;|| 39 || unsallish &lt;br&gt;|| 49 || unphonchiash &lt;br&gt;|| 59 || unshait &lt;br&gt;
|-
|}
&lt;br&gt;
{| class=&quot;wikitable&quot;
!Numeral
!Transliteration&lt;br&gt;
!Numeral
!Transliteration&lt;br&gt;
!Numeral
!Transliteration&lt;br&gt;
!Numeral
!Transliteration&lt;br&gt;
|-
!60 || shait &lt;br&gt;|| 70 || hottoir &lt;br&gt;|| 80 || ashi &lt;br&gt;|| 90 || nobboi &lt;br&gt;
|-
!61 || ekhshait &lt;br&gt;|| 71 || ekhhottoir &lt;br&gt;|| 81 || ekhashi &lt;br&gt;|| 91 || ekhannobboi &lt;br&gt;
|-
!62 || baishait &lt;br&gt;|| 72 || bahottoir &lt;br&gt;|| 82 || biashi &lt;br&gt;|| 92 || bawannobboi &lt;br&gt;
|-
!63 || teshait &lt;br&gt;|| 73 || tehottoir &lt;br&gt;|| 83 || tirashi &lt;br&gt;|| 93 || tewannobboi &lt;br&gt;
|-
!64 || sowshait &lt;br&gt;|| 74 || sowhottoir &lt;br&gt;|| 84 || sowrashi &lt;br&gt;|| 94 || sowannobboi &lt;br&gt;
|-
!65 || phoishait &lt;br&gt;|| 75 || phas'hottoir &lt;br&gt;|| 85 || phasashi &lt;br&gt;|| 95 || phasannobboi &lt;br&gt;
|-
!66 || soeshait &lt;br&gt;|| 76 || sihottoir &lt;br&gt;|| 86 || siashi &lt;br&gt;|| 96 || siannobboi &lt;br&gt;
|-
!67 || harshait &lt;br&gt;|| 77 || hathottoir &lt;br&gt;|| 87 || hatashi &lt;br&gt;|| 97 || hattannobboi &lt;br&gt;
|-
!68 || arshait &lt;br&gt;|| 78 || at'hottoir &lt;br&gt;|| 88 || attashi &lt;br&gt;|| 98 || attannobboi &lt;br&gt;
|-
!69 || unhottoir &lt;br&gt;|| 79 || unoashi &lt;br&gt;|| 89 || nirashi &lt;br&gt;|| 99 || nirannobboi &lt;br&gt;
|-
|}
&lt;br&gt;
1,00 Êkh sho &lt;br&gt;
1,000 Êkh azar &lt;br&gt;
10,000 Dôsh azar &lt;br&gt;
1,00,000 Êkh lakh &lt;br&gt;
10,00,000 Dôsh lakh &lt;br&gt;
1,00,00,000 Ek kuṭi &lt;br&gt;
10,00,00,000 Dosh kuṭi&lt;br&gt;
1,00,00,00,000 Êkhsho kuṭi&lt;br&gt;
10,00,00,00,000 Ekh azar kuṭi&lt;br&gt;
1,00,00,00,00,000 Dosh azar kuṭi&lt;br&gt;
10,00,00,00,00,000 Ekh lak-kuṭi&lt;br&gt;


{{subpage navbar}}

{{CourseCat}}</text>
      <sha1>nqgll521egjcb72e89x9i7npun0rqwy</sha1>
    </revision>
  </page>
  <page>
    <title>Sylheti language/Human Body</title>
    <ns>0</ns>
    <id>244694</id>
    <revision>
      <id>2408539</id>
      <parentid>2348019</parentid>
      <timestamp>2022-07-22T00:03:36Z</timestamp>
      <contributor>
        <username>Aideppp</username>
        <id>2946902</id>
      </contributor>
      <comment>Redirected page to [[Sylheti language/Human Body]]</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="41" xml:space="preserve">#REDIRECT [[Sylheti language/Human Body]]</text>
      <sha1>dcscx0qaz62nors5rhyqc7b933i8pca</sha1>
    </revision>
    <revision>
      <id>2408595</id>
      <parentid>2408539</parentid>
      <timestamp>2022-07-22T02:27:27Z</timestamp>
      <contributor>
        <username>Dave Braunschweig</username>
        <id>426084</id>
      </contributor>
      <minor />
      <comment>Reverted edits by [[Special:Contributions/Aideppp|Aideppp]] ([[User_talk:Aideppp|talk]]) to last version by [[User:UserNumber|UserNumber]] using [[Wikiversity:Rollback|rollback]]</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="5124" xml:space="preserve">{| class=&quot;wikitable&quot;
|-
! English !! Transliteration !! Bengali script
|-  
|  body  || shoríl || শরীল
|-  
|  head  || matha, kolla || মাথা, কল্লা
|- 
|  gum || zami || জামি
|-  
|  skin || samra
|-  
|  neck  || gordona, ghar
|-  
|  shoulder || khandh, bazu, hona
|-  
|  elbow || khoni, khoin
|-  
|  hip || 
|-  
|  knee || aaTu
|-  
|  ankle  || gonta
|-  
|  wrist  || khobza
|-  
|  groin  || 
|-  
|  chest  || buuk, buku
|-  
|  breast  ||  sina
|-  
|  belly  || fet
|-  
|  abdomen  ||  tolfet
|-  
|  waist  ||  komor
|-  
|  arm  ||  dakhna
|-  
|  forearm  ||  
|-  
|  armpit  || bogol
|-  
|  thigh  || urat
|-  
|  leg|| Theng, faao
|-  
|  shin  ||  
|-  
|  hand  || aat
|-  
|  finger  || angul
|-  
|  foot  || faw
|-  
|  toe  ||  fawr angul
|-  
|  heel  ||  muura
|-  
|  buttock  || khombol
|-  
|  back  || fít
|-  
|  small of back  ||  khomor, khomro
|-  
|  nape  ||  
|-  
|  face || sera
|-  
|  hair || sul
|-  
|  forehead || khofal
|-  
|  temple  ||  
|-  
|  eyebrow  || sokhur bua/buru
|-  
|  eyelash  || sokhur bui
|-  
|  eyelid  || sokhur fata
|-  
|  eye || souk, sokku
|-  
|  cheek || gal
|-  
|  nose || nakh
|-  
|  nostril  ||  nakhor furh
|-  
|  mouth || mukh
|-  
|  lip  ||  thut
|-  
|  jaw  ||  khota
|-  
|  chin  || thutha
|-  
|  mole  || mein
|-  
|  ear  || khan
|-  
|  earlobe  || khanor loti
|-  
|  earhole  ||  khanor furh
|-  
|  wrinkle  ||  
|-  
|  freckle  ||  
|-  
|  pore  ||  
|-  
|  dimple  ||  gal fore (cheek falls)
|-  
|  thumb  || buri angul
|-  
|  index finger  ||  
|-  
|  middle finger  ||  mazkanor angul
|-  
|  ring finger  ||  
|-  
|  little finger  ||  khani angul
|-  
|  palm  || aator gaTa 
|-  
|  nail  || nouk
|-  
|  cuticle  ||  
|-  
|  knuckle  ||  
|-  
|  fist  ||  muit
|-  
|  hand lines  ||  aator rekha
|-  
|  sole of the foot  || fawor tola
|-  
|  arch of the foot  ||  
|-  
|  instep of the foot  ||  
|-  
|  ball of the foot  ||  
|-  
|  big toe  ||  faowr buri angul
|-  
|  bridge of the foot  ||  
|-  
|  little toe  ||  faowr khani angul
|-  
|  toenail  ||  faowr nouk
|-  
|  muscle  ||  
|-  
|  bicep  ||  
|-  
|  tricep  ||  
|-  
|  hamstring  ||  
|-  
|  pectoral  ||  
|-  
|  abdominals  ||  
|-  
|  deltoid  ||  
|-  
|  trapezoid  ||  
|-  
|  quadriceps  ||  
|-  
|  calf  || gusari
|-  
|  skeleton  ||  
|-  
|  bone  || haddi
|-  
|  skull  ||  
|-  
|  collar bone  ||  
|-  
|  shoulder blade  ||  
|-  
|  breast bone  ||  
|-  
|  rib cage  ||  bukor fingira
|-  
|  rib  ||  
|-  
|  spine  || fiT
|-  
|  vertebra  ||  
|-  
|  kneecap  ||  
|-  
|  femur  ||  
|-  
|  fibula  ||  
|-  
|  tibia  ||  
|- 
 |  metacarpal  ||  
|-  
|  metatarsal  ||  
|-  
|  radius  ||  
|-  
|  ulna  ||  
|-  
|  pelvis  ||  
|-  
|  humerus  ||  
|-  
|  cervical vertebrae  ||  
|-  
|  thoracic vertebrae  ||  
|-  
|  lumbar vertebrae  ||  
|-  
|  tailbone  ||  
|-  
|  joint  ||  zura
|-  
|  cartilage  ||  
|-  
|  ligament  ||  
|-  
|  tendon  ||  
|-  
|  bone marrow  ||  
|-  
|  internal organ  ||  
|-  
|  thyroid gland  ||  
|-  
|  tonsil  ||  
|-  
|  windpipe  ||  
|-  
|  lung  || fefra, fushfush
|-  
|  heart  || dil
|-  
|  liver  ||  kholija
|-  
|  stomach  || fet
|-  
|  kidney  ||  
|-  
|  spleen  ||  
|-  
|  pancreas  ||  
|-  
|  duodenum  ||  
|-  
|  small intestine  ||  
|-  
|  large intestine  ||  
|-  
|  appendix  ||  
|-  
|  anus  || khombol futki
|-  
|  rectum  ||  
|-  
|  aesophagus  ||  
|-  
|  sinus  ||  
|-  
|  palate  ||  
|-  
|  tongue  || zifra, zibba
|-  
|  tooth  ||  daat
|-  
|  larynx  ||  
|-  
|  adam's apple  ||  
|-  
|  pharynx  ||  
|-  
|  epiglottis  ||  
|-  
|  throat  || gola
|-  
|  vocal chords  ||  
|-  
|  brain  || mogoz/mogz
|-  
|  pituitary gland  ||  
|-  
|  diaphragm  ||  
|-  
|  respiratory system  ||  
|-  
|  digestive system  ||  
|-  
|  artery  ||  
|-  
|  vein  ||  rog
|-  
|  cardiovascular system  ||  
|-  
|  lymphatic system  ||  
|-  
|  reproductive system  ||  
|-  
|  nervous system  ||  
|-  
|  gland  ||  
|-  
|  endocrine system  ||  
|-  
|  nerve  ||  
|-  
|  urinary system  ||  
|-  
|  bladder  ||  
|-  
|  reproductive organ  ||  
|-  
|  fallopian tube  ||  
|-  
|  ovary  ||  
|-  
|  uterus  ||  
|-  
|  cervix  ||  
|-  
|  vagina  || fund
|-  
|  follicle  ||  
|-  
|  clitoris  ||  
|-  
|  urethra  ||  
|-  
|  labia  ||  
|-  
|  ovule  ||  
|-  
|  penis  || fel, botoi
|-  
|  foreskin  ||  
|-  
|  scrotum  ||  
|-  
|  testicle  ||  enda
|-  
|  prostate  ||  
|-  
|  ureter  ||  
|-  
|  vas deferens  ||  
|-  
|  seminal vesicle  ||  
|-  
|  ejaculatory duct  ||  
|-  
|  sperm  ||  
|-  
|  egg  || enda
|-  
|  fertilization  ||  
|-  
|  hormone  ||  
|-  
|  ovulation  ||  
|-  
|  infertile  ||  
|-  
|  impotent  ||  
|-  
|  fertile  ||  
|-  
|  conceive  ||  
|-  
|  menstruation  ||  
|-  
|  intercourse  ||  sudasudi
|-  
|  sexually transmitted disease  ||  
|-  
|  contraception  ||  
|-  
|  condom  ||  
|-  
|  diaphragm  ||  
|-  
|  pill  ||  
|}

{{subpage navbar}}

{{CourseCat}}</text>
      <sha1>qpcpc1pn2xchkqnqkog6e7s3tfnn85v</sha1>
    </revision>
    <revision>
      <id>2408635</id>
      <parentid>2408595</parentid>
      <timestamp>2022-07-22T02:32:25Z</timestamp>
      <contributor>
        <username>Dave Braunschweig</username>
        <id>426084</id>
      </contributor>
      <minor />
      <comment>Dave Braunschweig moved page [[Sylheti Dialect/Human Body]] to [[Sylheti language/Human Body]]: Rename</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="5124" xml:space="preserve">{| class=&quot;wikitable&quot;
|-
! English !! Transliteration !! Bengali script
|-  
|  body  || shoríl || শরীল
|-  
|  head  || matha, kolla || মাথা, কল্লা
|- 
|  gum || zami || জামি
|-  
|  skin || samra
|-  
|  neck  || gordona, ghar
|-  
|  shoulder || khandh, bazu, hona
|-  
|  elbow || khoni, khoin
|-  
|  hip || 
|-  
|  knee || aaTu
|-  
|  ankle  || gonta
|-  
|  wrist  || khobza
|-  
|  groin  || 
|-  
|  chest  || buuk, buku
|-  
|  breast  ||  sina
|-  
|  belly  || fet
|-  
|  abdomen  ||  tolfet
|-  
|  waist  ||  komor
|-  
|  arm  ||  dakhna
|-  
|  forearm  ||  
|-  
|  armpit  || bogol
|-  
|  thigh  || urat
|-  
|  leg|| Theng, faao
|-  
|  shin  ||  
|-  
|  hand  || aat
|-  
|  finger  || angul
|-  
|  foot  || faw
|-  
|  toe  ||  fawr angul
|-  
|  heel  ||  muura
|-  
|  buttock  || khombol
|-  
|  back  || fít
|-  
|  small of back  ||  khomor, khomro
|-  
|  nape  ||  
|-  
|  face || sera
|-  
|  hair || sul
|-  
|  forehead || khofal
|-  
|  temple  ||  
|-  
|  eyebrow  || sokhur bua/buru
|-  
|  eyelash  || sokhur bui
|-  
|  eyelid  || sokhur fata
|-  
|  eye || souk, sokku
|-  
|  cheek || gal
|-  
|  nose || nakh
|-  
|  nostril  ||  nakhor furh
|-  
|  mouth || mukh
|-  
|  lip  ||  thut
|-  
|  jaw  ||  khota
|-  
|  chin  || thutha
|-  
|  mole  || mein
|-  
|  ear  || khan
|-  
|  earlobe  || khanor loti
|-  
|  earhole  ||  khanor furh
|-  
|  wrinkle  ||  
|-  
|  freckle  ||  
|-  
|  pore  ||  
|-  
|  dimple  ||  gal fore (cheek falls)
|-  
|  thumb  || buri angul
|-  
|  index finger  ||  
|-  
|  middle finger  ||  mazkanor angul
|-  
|  ring finger  ||  
|-  
|  little finger  ||  khani angul
|-  
|  palm  || aator gaTa 
|-  
|  nail  || nouk
|-  
|  cuticle  ||  
|-  
|  knuckle  ||  
|-  
|  fist  ||  muit
|-  
|  hand lines  ||  aator rekha
|-  
|  sole of the foot  || fawor tola
|-  
|  arch of the foot  ||  
|-  
|  instep of the foot  ||  
|-  
|  ball of the foot  ||  
|-  
|  big toe  ||  faowr buri angul
|-  
|  bridge of the foot  ||  
|-  
|  little toe  ||  faowr khani angul
|-  
|  toenail  ||  faowr nouk
|-  
|  muscle  ||  
|-  
|  bicep  ||  
|-  
|  tricep  ||  
|-  
|  hamstring  ||  
|-  
|  pectoral  ||  
|-  
|  abdominals  ||  
|-  
|  deltoid  ||  
|-  
|  trapezoid  ||  
|-  
|  quadriceps  ||  
|-  
|  calf  || gusari
|-  
|  skeleton  ||  
|-  
|  bone  || haddi
|-  
|  skull  ||  
|-  
|  collar bone  ||  
|-  
|  shoulder blade  ||  
|-  
|  breast bone  ||  
|-  
|  rib cage  ||  bukor fingira
|-  
|  rib  ||  
|-  
|  spine  || fiT
|-  
|  vertebra  ||  
|-  
|  kneecap  ||  
|-  
|  femur  ||  
|-  
|  fibula  ||  
|-  
|  tibia  ||  
|- 
 |  metacarpal  ||  
|-  
|  metatarsal  ||  
|-  
|  radius  ||  
|-  
|  ulna  ||  
|-  
|  pelvis  ||  
|-  
|  humerus  ||  
|-  
|  cervical vertebrae  ||  
|-  
|  thoracic vertebrae  ||  
|-  
|  lumbar vertebrae  ||  
|-  
|  tailbone  ||  
|-  
|  joint  ||  zura
|-  
|  cartilage  ||  
|-  
|  ligament  ||  
|-  
|  tendon  ||  
|-  
|  bone marrow  ||  
|-  
|  internal organ  ||  
|-  
|  thyroid gland  ||  
|-  
|  tonsil  ||  
|-  
|  windpipe  ||  
|-  
|  lung  || fefra, fushfush
|-  
|  heart  || dil
|-  
|  liver  ||  kholija
|-  
|  stomach  || fet
|-  
|  kidney  ||  
|-  
|  spleen  ||  
|-  
|  pancreas  ||  
|-  
|  duodenum  ||  
|-  
|  small intestine  ||  
|-  
|  large intestine  ||  
|-  
|  appendix  ||  
|-  
|  anus  || khombol futki
|-  
|  rectum  ||  
|-  
|  aesophagus  ||  
|-  
|  sinus  ||  
|-  
|  palate  ||  
|-  
|  tongue  || zifra, zibba
|-  
|  tooth  ||  daat
|-  
|  larynx  ||  
|-  
|  adam's apple  ||  
|-  
|  pharynx  ||  
|-  
|  epiglottis  ||  
|-  
|  throat  || gola
|-  
|  vocal chords  ||  
|-  
|  brain  || mogoz/mogz
|-  
|  pituitary gland  ||  
|-  
|  diaphragm  ||  
|-  
|  respiratory system  ||  
|-  
|  digestive system  ||  
|-  
|  artery  ||  
|-  
|  vein  ||  rog
|-  
|  cardiovascular system  ||  
|-  
|  lymphatic system  ||  
|-  
|  reproductive system  ||  
|-  
|  nervous system  ||  
|-  
|  gland  ||  
|-  
|  endocrine system  ||  
|-  
|  nerve  ||  
|-  
|  urinary system  ||  
|-  
|  bladder  ||  
|-  
|  reproductive organ  ||  
|-  
|  fallopian tube  ||  
|-  
|  ovary  ||  
|-  
|  uterus  ||  
|-  
|  cervix  ||  
|-  
|  vagina  || fund
|-  
|  follicle  ||  
|-  
|  clitoris  ||  
|-  
|  urethra  ||  
|-  
|  labia  ||  
|-  
|  ovule  ||  
|-  
|  penis  || fel, botoi
|-  
|  foreskin  ||  
|-  
|  scrotum  ||  
|-  
|  testicle  ||  enda
|-  
|  prostate  ||  
|-  
|  ureter  ||  
|-  
|  vas deferens  ||  
|-  
|  seminal vesicle  ||  
|-  
|  ejaculatory duct  ||  
|-  
|  sperm  ||  
|-  
|  egg  || enda
|-  
|  fertilization  ||  
|-  
|  hormone  ||  
|-  
|  ovulation  ||  
|-  
|  infertile  ||  
|-  
|  impotent  ||  
|-  
|  fertile  ||  
|-  
|  conceive  ||  
|-  
|  menstruation  ||  
|-  
|  intercourse  ||  sudasudi
|-  
|  sexually transmitted disease  ||  
|-  
|  contraception  ||  
|-  
|  condom  ||  
|-  
|  diaphragm  ||  
|-  
|  pill  ||  
|}

{{subpage navbar}}

{{CourseCat}}</text>
      <sha1>qpcpc1pn2xchkqnqkog6e7s3tfnn85v</sha1>
    </revision>
  </page>
  <page>
    <title>Sylheti language/Expressing Opposition</title>
    <ns>0</ns>
    <id>244695</id>
    <revision>
      <id>2408557</id>
      <parentid>2347995</parentid>
      <timestamp>2022-07-22T00:23:06Z</timestamp>
      <contributor>
        <username>Aideppp</username>
        <id>2946902</id>
      </contributor>
      <comment>Redirected page to [[Sylheti language/Expressing Opposition]]</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="52" xml:space="preserve">#REDIRECT [[Sylheti language/Expressing Opposition]]</text>
      <sha1>a5ylw5vspj1yhxswgrdk9aercmg3xcf</sha1>
    </revision>
    <revision>
      <id>2408603</id>
      <parentid>2408557</parentid>
      <timestamp>2022-07-22T02:27:41Z</timestamp>
      <contributor>
        <username>Dave Braunschweig</username>
        <id>426084</id>
      </contributor>
      <minor />
      <comment>Reverted edits by [[Special:Contributions/Aideppp|Aideppp]] ([[User_talk:Aideppp|talk]]) to last version by [[User:UserNumber|UserNumber]] using [[Wikiversity:Rollback|rollback]]</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="789" xml:space="preserve">==Expression of opposition for expressing simple contrast==
This is done by using the equivalent of English &quot;but&quot; in Sylheti, which is &quot;kintu&quot;

FuaTaa gadha '''kintu''' tar bhaigu salakh.

The boy is stupid '''but''' his brother is clever.

==Expression of opposition when something logically unexpected follows==
In Bengali, this can be expressed in the following way: 

===Structure 1 - zudio ... ebodori ... ===

zudio + setup sentence + ebodori + logically unexpected followup sentence

{| class=&quot;wikitable&quot;
|-
! zudio !! setup sentence !! ebodori !! logically unexpected followup sentence
|-
| zudio || he fora-shuna khorse na || ebodori|| he forikkhat faash khorse
|-
| Even though || he did not study, || despite that || he has passed the exam.
|}

{{subpage navbar}}

{{CourseCat}}</text>
      <sha1>5m9z91ogjzgxr0lq6ddodngsqmxlfgt</sha1>
    </revision>
    <revision>
      <id>2408623</id>
      <parentid>2408603</parentid>
      <timestamp>2022-07-22T02:32:24Z</timestamp>
      <contributor>
        <username>Dave Braunschweig</username>
        <id>426084</id>
      </contributor>
      <minor />
      <comment>Dave Braunschweig moved page [[Sylheti Dialect/Expressing Opposition]] to [[Sylheti language/Expressing Opposition]]: Rename</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="789" xml:space="preserve">==Expression of opposition for expressing simple contrast==
This is done by using the equivalent of English &quot;but&quot; in Sylheti, which is &quot;kintu&quot;

FuaTaa gadha '''kintu''' tar bhaigu salakh.

The boy is stupid '''but''' his brother is clever.

==Expression of opposition when something logically unexpected follows==
In Bengali, this can be expressed in the following way: 

===Structure 1 - zudio ... ebodori ... ===

zudio + setup sentence + ebodori + logically unexpected followup sentence

{| class=&quot;wikitable&quot;
|-
! zudio !! setup sentence !! ebodori !! logically unexpected followup sentence
|-
| zudio || he fora-shuna khorse na || ebodori|| he forikkhat faash khorse
|-
| Even though || he did not study, || despite that || he has passed the exam.
|}

{{subpage navbar}}

{{CourseCat}}</text>
      <sha1>5m9z91ogjzgxr0lq6ddodngsqmxlfgt</sha1>
    </revision>
  </page>
  <page>
    <title>Sylheti language/Expressing Obligation with Verb</title>
    <ns>0</ns>
    <id>244697</id>
    <revision>
      <id>2408555</id>
      <parentid>2347993</parentid>
      <timestamp>2022-07-22T00:22:06Z</timestamp>
      <contributor>
        <username>Aideppp</username>
        <id>2946902</id>
      </contributor>
      <comment>Redirected page to [[Sylheti language/Expressing Obligation with Verb]]</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="62" xml:space="preserve">#REDIRECT [[Sylheti language/Expressing Obligation with Verb]]</text>
      <sha1>fi7ks8hzdfxvwy03irdeu8dgdecqtr6</sha1>
    </revision>
    <revision>
      <id>2408602</id>
      <parentid>2408555</parentid>
      <timestamp>2022-07-22T02:27:40Z</timestamp>
      <contributor>
        <username>Dave Braunschweig</username>
        <id>426084</id>
      </contributor>
      <minor />
      <comment>Reverted edits by [[Special:Contributions/Aideppp|Aideppp]] ([[User_talk:Aideppp|talk]]) to last version by [[User:UserNumber|UserNumber]] using [[Wikiversity:Rollback|rollback]]</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="1204" xml:space="preserve">Expressing obligation requires a few transformations.

First step :

The person who is obliged to do things is represented in possessive form like in the following :

{| class=&quot;wikitable&quot;
|-
! Subject pronoun !! Possessive form
|-
| ami/mui || ama'''r'''/m'''ur'''
|-
| tumi || tum'''ar'''
|-
| afne || afn'''ar'''
|-
| tui || t'''or'''
|-
| he || ta'''r'''
|-
| tain || tain'''or'''
|-
| amra || amra'''r'''
|-
| tumra || tumra'''r'''
|-
| afnara || afnara'''r'''
|-
| tara || tara'''r''' 
|-
|}

Step 2 :
Take the infinitive form of the verb denoting the activity that one is obligated to do. Add the word '''zoruri''' right after it, like in the following table :

{| class=&quot;wikitable&quot;
|-
! Infinitive !! Obligation expression
|-
| khoa || khoa zoruri
|-
| khora || khora zoruri
|-
| khaua || khaua zoruri
|}

Note that this obligation expression is person and number independent. It doesn't change according to who is doing something or how many people are doing something.

The last step :

Now combine the possessive and the obligation expression to make a full obligation statement, like in the following

amar khora zoruri.

tumar khoa zoruri.

tar khaua zoruri

{{subpage navbar}}

{{CourseCat}}</text>
      <sha1>n9er3nplfgt83o1s4g0wmwne5mahrrx</sha1>
    </revision>
    <revision>
      <id>2408621</id>
      <parentid>2408602</parentid>
      <timestamp>2022-07-22T02:32:23Z</timestamp>
      <contributor>
        <username>Dave Braunschweig</username>
        <id>426084</id>
      </contributor>
      <minor />
      <comment>Dave Braunschweig moved page [[Sylheti Dialect/Expressing Obligation with Verb]] to [[Sylheti language/Expressing Obligation with Verb]]: Rename</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="1204" xml:space="preserve">Expressing obligation requires a few transformations.

First step :

The person who is obliged to do things is represented in possessive form like in the following :

{| class=&quot;wikitable&quot;
|-
! Subject pronoun !! Possessive form
|-
| ami/mui || ama'''r'''/m'''ur'''
|-
| tumi || tum'''ar'''
|-
| afne || afn'''ar'''
|-
| tui || t'''or'''
|-
| he || ta'''r'''
|-
| tain || tain'''or'''
|-
| amra || amra'''r'''
|-
| tumra || tumra'''r'''
|-
| afnara || afnara'''r'''
|-
| tara || tara'''r''' 
|-
|}

Step 2 :
Take the infinitive form of the verb denoting the activity that one is obligated to do. Add the word '''zoruri''' right after it, like in the following table :

{| class=&quot;wikitable&quot;
|-
! Infinitive !! Obligation expression
|-
| khoa || khoa zoruri
|-
| khora || khora zoruri
|-
| khaua || khaua zoruri
|}

Note that this obligation expression is person and number independent. It doesn't change according to who is doing something or how many people are doing something.

The last step :

Now combine the possessive and the obligation expression to make a full obligation statement, like in the following

amar khora zoruri.

tumar khoa zoruri.

tar khaua zoruri

{{subpage navbar}}

{{CourseCat}}</text>
      <sha1>n9er3nplfgt83o1s4g0wmwne5mahrrx</sha1>
    </revision>
  </page>
  <page>
    <title>Sylheti language/Expressing locative information</title>
    <ns>0</ns>
    <id>244698</id>
    <revision>
      <id>2408553</id>
      <parentid>2347991</parentid>
      <timestamp>2022-07-22T00:21:00Z</timestamp>
      <contributor>
        <username>Aideppp</username>
        <id>2946902</id>
      </contributor>
      <comment>Redirected page to [[Sylheti language/Expressing locative information]]</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="62" xml:space="preserve">#REDIRECT [[Sylheti language/Expressing locative information]]</text>
      <sha1>njgvhr04so5jmftcwimd4wf969tdxjs</sha1>
    </revision>
    <revision>
      <id>2408601</id>
      <parentid>2408553</parentid>
      <timestamp>2022-07-22T02:27:38Z</timestamp>
      <contributor>
        <username>Dave Braunschweig</username>
        <id>426084</id>
      </contributor>
      <minor />
      <comment>Reverted edits by [[Special:Contributions/Aideppp|Aideppp]] ([[User_talk:Aideppp|talk]]) to last version by [[User:UserNumber|UserNumber]] using [[Wikiversity:Rollback|rollback]]</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="1240" xml:space="preserve">Whereas English uses prepositions or prepositional phrases to denote positions with respect to a reference point, Bengali uses postpositions, that is, the funcional word is placed after (post) the noun phrase, or postpositional phrases, to do the same job.

{| class=&quot;wikitable&quot;
|-
! English preposition !! Sylheti postposition !! Example
|-
| On || -or ufre || Tebul'''or ufre''' &lt;br&gt; '''on''' the table
|-
| Under || -or nise/tole || Tebul'''or nise''' / Tebul'''or tole''' &lt;br&gt; '''under''' the table
|-
| to the right of || -or daine || Example
|-
| to the left of || -or bame || Example
|-
| beside / next to || -or galat || Example
|-
| in front of || -or shamne || Example
|-
| behind || -or khore || Example
|-
| facing || Example || Example
|-
| at the top of || Example || Example
|-
| at the bottom of || Example || Example
|-
| in the middle of || Example || Example
|-
| at the center of || -or mazkhano || Example
|-
| at the edge of || Example || Example
|-
| in the corner of || -or kunat || Example
|-
| at the end of || Example || Example
|-
| around || Example || Example
|-
| inside of || -or bitre || Example
|-
| outside of || -or bara || Example
|-
| between || Example || Example
|}

{{subpage navbar}}

{{CourseCat}}</text>
      <sha1>tfjy3ql85rji561g70uptag5ofwnlom</sha1>
    </revision>
    <revision>
      <id>2408625</id>
      <parentid>2408601</parentid>
      <timestamp>2022-07-22T02:32:24Z</timestamp>
      <contributor>
        <username>Dave Braunschweig</username>
        <id>426084</id>
      </contributor>
      <minor />
      <comment>Dave Braunschweig moved page [[Sylheti Dialect/Expressing locative information]] to [[Sylheti language/Expressing locative information]]: Rename</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="1240" xml:space="preserve">Whereas English uses prepositions or prepositional phrases to denote positions with respect to a reference point, Bengali uses postpositions, that is, the funcional word is placed after (post) the noun phrase, or postpositional phrases, to do the same job.

{| class=&quot;wikitable&quot;
|-
! English preposition !! Sylheti postposition !! Example
|-
| On || -or ufre || Tebul'''or ufre''' &lt;br&gt; '''on''' the table
|-
| Under || -or nise/tole || Tebul'''or nise''' / Tebul'''or tole''' &lt;br&gt; '''under''' the table
|-
| to the right of || -or daine || Example
|-
| to the left of || -or bame || Example
|-
| beside / next to || -or galat || Example
|-
| in front of || -or shamne || Example
|-
| behind || -or khore || Example
|-
| facing || Example || Example
|-
| at the top of || Example || Example
|-
| at the bottom of || Example || Example
|-
| in the middle of || Example || Example
|-
| at the center of || -or mazkhano || Example
|-
| at the edge of || Example || Example
|-
| in the corner of || -or kunat || Example
|-
| at the end of || Example || Example
|-
| around || Example || Example
|-
| inside of || -or bitre || Example
|-
| outside of || -or bara || Example
|-
| between || Example || Example
|}

{{subpage navbar}}

{{CourseCat}}</text>
      <sha1>tfjy3ql85rji561g70uptag5ofwnlom</sha1>
    </revision>
  </page>
  <page>
    <title>Radiation astronomy/Galaxies/Quiz</title>
    <ns>0</ns>
    <id>245683</id>
    <revision>
      <id>2408468</id>
      <parentid>2264034</parentid>
      <timestamp>2022-07-21T21:12:48Z</timestamp>
      <contributor>
        <username>Huntster</username>
        <id>47528</id>
      </contributor>
      <minor />
      <comment>([[c:GR|GR]]) [[c:COM:Duplicate|Duplicate]]: [[File:Messier 105.jpg]] → [[File:M105 (37482401952).jpg]] Exact or scaled-down duplicate: [[c::File:M105 (37482401952).jpg]]</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="6982" xml:space="preserve">[[Image:M31 Core in X-rays.jpg|thumb|right|250px|This image captures the core of Messier 31 (M31) in X-rays using the Chandra X-ray Observatory. Credit: S. Murray, M. Garcia, et al., Authors &amp; editors: Robert Nemiroff (MTU) &amp; Jerry Bonnell (USRA) NASA.]]
'''[[Radiation astronomy/Galaxies|Galaxies]]''' is a lecture studying a specific type of radiated astronomical objects. It is also a mini-lecture for a quiz section as part of the [[radiation astronomy]] course on the [[principles of radiation astronomy]].

You are free to take this quiz based on [[Radiation astronomy/Galaxies|galaxies]] at any time.

To improve your score, read and study the lecture, the links contained within, listed under [[Radiation astronomy/Galaxies/Quiz#See also|'''See also''']], [[Radiation astronomy/Galaxies/Quiz#External links|'''External links''']], and in the {{tlx|radiation astronomy resources}} template. This should give you adequate background to get 100 %.

As a &quot;learning by doing&quot; resource, this quiz helps you to assess your knowledge and understanding of the information, and it is a quiz you may take over and over as a learning resource to improve your knowledge, understanding, test-taking skills, and your score.

'''Suggestion:''' Have the lecture available in a separate window.

To master the information and use only your memory while taking the quiz, try rewriting the information from more familiar points of view, or be creative with association.

Enjoy learning by doing!
{{clear}}

==Quiz==

&lt;quiz&gt;

{The galaxies may have which types of rotational symmetry?
|type=&quot;[]&quot;}
+ one-fold - ⊙
+ two-fold - ⊖
+ three-fold - ▲
+ four-fold - ◈
+ five-fold - ✪
+ six-fold - ✱

{A cosmic ray may originate from what astronomical source?
|type=&quot;[]&quot;}
- Jupiter
+ the solar wind
- the diffuse X-ray background
- Mount Redoubt in Alaska
- the asteroid belt
+ an active galactic nucleus

{Yes or No, Any small luminous green dot appearing in the cloudless portion of the night sky, especially with a fixed location relative to other such dots is most likely to be an active galactic nucleus.
|type=&quot;()&quot;}
- Yes
+ No

{The use of the principle of line of sight allows what phenomenon to be determined?
|type=&quot;()&quot;}
+ the Moon is closer to the Earth than the Sun
- the planet Mercury is nearer to the Earth than Venus
- any cumulus cloud overhead follows the Sun across the sky
- the plane of the Earth's orbit around the Sun is in the plane of the galaxy
- the surface of the photosphere of the Sun is hotter than the surface of Mars
- lightning always precedes rain

{True or False, As a galaxy is made up of millions or billions of stars, a solitary star does not exist in a galaxy.
|type=&quot;()&quot;}
- TRUE
+ FALSE

{Spiral galaxies have which of the following in common?
|type=&quot;[]&quot;}
+ spiral arms
- a spheroidal shape
- may appear lenticular
- is irregular
+ arms of younger stars
+ may contain star clusters
+ dust lanes

{Phenomena associated with the Milky Way are?
|type=&quot;[]&quot;}
+ spiral arms
- a spheroidal shape
+ a standard to differentiate dwarf galaxies
+ often referred to as the Galaxy
+ arms of younger stars
+ contains star clusters
+ dust lanes
+ extended red emission (ERE)
+ a faint galaxy heavy with dark matter may orbit it
- larger than the Andromeda galaxy

{Complete the text:
|type=&quot;{}&quot;}
Match up the item letter with each of the possibilities below:
Einstein ring - A
stellar nebula - B
Andromeda galaxy - C
Triplet galaxies interacting - D
Hubble galaxies - E
Dark matter halo simulation - F
Fairall 9 (Seyfert galaxy in X-rays) - G
Tycho Brahe observatory, remotely controlled telescope, captured galaxy - H
[[Image:Andromeda's Colorful Rings.jpg|thumb|left|100px]] { C (i) }.
[[Image:Galax.png|thumb|left|100px]] { H (i) }.
[[Image:A Horseshoe Einstein Ring from Hubble.JPG|thumb|left|100px]] { A (i) }.
[[Image:SWIFT J0123.9-5846 Hard X-ray.jpg|thumb|left|100px]] { G (i) }.
[[Image:Dark matter halo.png|thumb|left|100px]] { F (i) }.
[[Image:AmCyc Nebula - Stellar Nebula.jpg|thumb|left|100px]] { B (i) }.
[[Image:Dorian Gray.jpg|thumb|left|100px]] { E (i) }.
[[Image:Cosmic Interactions.jpg|thumb|left|100px]] { D (i) }.
{{clear}}

{Complete the text:
|type=&quot;{}&quot;}
Match up the item letter with each of the possibilities below:
Sa - A
Sb - B
Sc - C
SBa - D
SBb - E
SBc - F
Irr - G
S0 - H
[[Image:M101 hires STScI-PRC2006-10a.jpg|thumb|left|100px]] { C (i) }.
[[Image:Ngc5866 hst big.png|thumb|left|100px]] { H (i) }.
[[Image:M104 - Sombrero.jpg|thumb|left|100px]] { A (i) }.
[[Image:Starburst in NGC 4449 (captured by the Hubble Space Telescope).jpg|thumb|left|100px]] { G (i) }.
[[Image:Caldwell 44.jpg|thumb|left|100px]] { F (i) }.
[[Image:NGC2841.jpg|thumb|left|100px]] { B (i) }.
[[Image:The VLT goes lion hunting.jpg|thumb|left|100px]] { E (i) }.
[[Image:NGC 2859.jpg|thumb|left|100px]] { D (i) }.
{{clear}}

{Complete the text:
|type=&quot;{}&quot;}
Match up the item letter with each of the possibilities below:
E0 - A
E1 - B
E2 - C
E3 - D
E4 - E
E5 - F
E6 - G
E7 - H
[[Image:Maf1atlas.jpg|thumb|left|100px]] { D (i) }.
[[Image:M32 Lanoue.png|thumb|left|100px]] { C (i) }.
[[Image:Messier 105 2MASS.jpg|thumb|left|100px]] { H (i) }.
[[Image:Ngc185 rgb combined.jpg|thumb|left|100px]] { A (i) }.
[[Image:2MASS NGC 4125 JHK.jpg|thumb|left|100px]] { G (i) }.
[[Image:NGC 1427 Hubble WikiSky.jpg|thumb|left|100px]] { F (i) }.
[[Image:M105 (37482401952).jpg|thumb|left|100px]] { B (i) }.
[[Image:Coma Cluster of Galaxies (visible, wide field).jpg|thumb|left|100px|at left]] { E (i) }.
{{clear}}

&lt;/quiz&gt;

==Hypotheses==
{{main|Hypotheses}}
# Galaxies are primarily a product of the galactic magnetic field.

==See also==
{{div col|colwidth=12em}}
* [[Astronomy/Quiz]]
* [[Radiation chemistry/Quiz|Radiation astrochemistry/Quiz]]
* [[Radiation geography/Quiz|Radiation astrogeography/Quiz]]
* [[Radiation history/Quiz|Radiation astrohistory/Quiz]]
* [[Radiation astronomy/Quiz]]
* [[Theoretical radiation astronomy/Quiz]]
{{Div col end}}

==External links==
* [http://www.iau.org/ International Astronomical Union]
* [http://nedwww.ipac.caltech.edu/ NASA/IPAC Extragalactic Database - NED]
* [http://nssdc.gsfc.nasa.gov/ NASA's National Space Science Data Center]
* [http://www.adsabs.harvard.edu/ The SAO/NASA Astrophysics Data System]
* [http://cas.sdss.org/astrodr6/en/tools/quicklook/quickobj.asp SDSS Quick Look tool: SkyServer]
* [http://simbad.u-strasbg.fr/simbad/ SIMBAD Astronomical Database]
* [http://simbad.harvard.edu/simbad/ SIMBAD Web interface, Harvard alternate]
* [http://nssdc.gsfc.nasa.gov/nmc/SpacecraftQuery.jsp Spacecraft Query at NASA]
* [http://heasarc.gsfc.nasa.gov/cgi-bin/Tools/convcoord/convcoord.pl Universal coordinate converter]

&lt;!-- footer templates --&gt;
{{Radiation astronomy resources}}{{tlx|Principles of radiation astronomy}}{{Sisterlinks|Galaxies}}

&lt;!-- categories --&gt;
[[Category:Astrophysics quizzes]]
[[Category:Radiation astronomy quizzes]]
[[Category:Resources last modified in February 2019]]
[[Category:Stars quizzes]]</text>
      <sha1>n4mr9i98d1qo98vs5bbysxw6f3iwk4v</sha1>
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  </page>
  <page>
    <title>Stars/Galaxies/Evolution/Quiz</title>
    <ns>0</ns>
    <id>245774</id>
    <revision>
      <id>2408469</id>
      <parentid>2146489</parentid>
      <timestamp>2022-07-21T21:12:50Z</timestamp>
      <contributor>
        <username>Huntster</username>
        <id>47528</id>
      </contributor>
      <minor />
      <comment>([[c:GR|GR]]) [[c:COM:Duplicate|Duplicate]]: [[File:Messier 105.jpg]] → [[File:M105 (37482401952).jpg]] Exact or scaled-down duplicate: [[c::File:M105 (37482401952).jpg]]</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="12464" xml:space="preserve">[[Image:Hubble sequence photo.png|thumb|right|250px|The composite image shows a classification of galaxies. Credit: [[w:User:Ville Koistinen|Ville Koistinen]].]]
'''[[Stars/Galaxies/Evolution|Galaxy evolution]]''' is a lecture about a specific theory from astrophysics for the origin and accumulated changes of galaxies. It is an offering from the [[Portal:Radiation astronomy|radiation astronomy department]].

You are free to take this quiz based on [[Stars/Galaxies/Evolution|galaxy evolution]] at any time.

To improve your score, read and study the lecture, the links contained within, listed under [[Stars/Galaxies/Evolution/Quiz#See also|'''See also''']], [[Stars/Galaxies/Evolution/Quiz#External links|'''External links''']], and in the {{tlx|stars resources}} template. This should give you adequate background to get 100 %.

As a &quot;learning by doing&quot; resource, this quiz helps you to assess your knowledge and understanding of the information, and it is a quiz you may take over and over as a learning resource to improve your knowledge, understanding, test-taking skills, and your score.

'''Suggestion:''' Have the lecture available in a separate window.

To master the information and use only your memory while taking the quiz, try rewriting the information from more familiar points of view, or be creative with association.

Enjoy learning by doing!
{{clear}}

==Quiz==

&lt;quiz&gt;

{Yes or No, For the elliptical galaxies, the classification E''n'', where &quot;''n''=1, 2, .... , 7 indicates the ellipticity of the image without the decimal point.
|type=&quot;()&quot;}
+ Yes
- No

{Complete the text:
|type=&quot;{}&quot;}
Match up the item letter with each of the possibilities below:
Intracluster medium - A
Mayall's object - B
M82 PAHs - C
Milky Way bubbles - D
Local Hot Bubble - E
Stephan's Quintet  - F
UGC 8335 - G
Arp 272 - H
[[Image:Hubble Interacting Galaxy UGC 8335 (2008-04-24).jpg|thumb|left|100px]] { G (i) }
[[Image:Outflow from M82 galaxy.jpg|thumb|left|100px]] { C (i) }.
[[Image:Stephan's Quintet with annotation.jpg|thumb|left|100px]] { F (i) }.
[[Image:Local_bubble.jpg|thumb|left|100px]] { E (i) }.
[[Image:800 nasa structure renderin2.jpg|thumb|left|100px]] { D (i) }.
[[Image:A2199 Xray Optical2.jpg|thumb|left|100px]] { A (i) }.
[[Image:Hubble Interacting Galaxy NGC 6050 (2008-04-24).jpg|thumb|left|100px]] { H (i) }.
[[Image:Hubble Interacting Galaxy Arp 148 (2008-04-24).jpg|thumb|left|100px]] { B (i) }.
{{clear}}

{Yes or No, The formation of exponential disks is an outstanding problem in cosmogony.
|type=&quot;()&quot;}
+ Yes
- No

{Complete the text:
|type=&quot;{}&quot;}
Yarkovsky–O'Keefe–Radzievskii–Paddack (YORP) { torques|torque (i) } lead many objects to { fission (i) } and then re-accrete.

{Complete the text:
|type=&quot;{}&quot;}
Match up the image with the star-forming regions:
Messier 17 - A
RCW 79 - B
Flame Nebula - C
Cone Nebula - D
NGC 1999 - E
R136 - F
HH 46/47 - G
RCW 108 - H
Carina Nebula - I
NGC 3582 - J
NGC 1097 - K
Hubble-X - L
NGC 6334 - M
Arp 220 - N
Sh 2-106 - O
Rho Ophiuchi complex - P
Ghost Head Nebula - Q
NGC 2366 - R
NGC 2363 - S
Dragonfish nebula - T
[[Image:Rho Ophiuchi.jpg|thumb|left|100px]] { P (i) }.
[[Image:Phot-33a-05.jpg|thumb|left|100px]] { K (i) }.
[[Image:NGC2080.jpg|thumb|left|100px]] { Q (i) }.
[[Image:Cone Nebula (NGC 2264) Star-Forming Pillar of Gas and Dust.jpg|thumb|left|100px]] { D (i) }.
[[Image:Ngc2363HST.jpg|thumb|left|100px]] { S (i) }.
[[Image:Wide Field Imager view of the star formation region NGC 3582.jpg|thumb|left|100px]] { J (i) }.
[[Image:Star-forming region S106 (captured by the Hubble Space Telescope).tif|thumb|left|100px]] { O (i) }.
[[Image:Wide-field view of the star-forming region around the Herbig-Haro object HH 46 47.jpg|thumb|left|100px]] { G (i) }.
[[Image:Star-forming region.jpg|thumb|left|100px]] { A (i) }.
[[Image:Hubble Interacting Galaxy Arp 220 (2008-04-24).jpg|thumb|left|100px]] { N (i) }.
[[Image:Small Section of the Carina Nebula.jpg|thumb|left|100px]] { I (i) }.
[[Image:Grand star-forming region R136 in NGC 2070 (captured by the Hubble Space Telescope).jpg|thumb|left|100px]] { F (i) }.
[[Image:Glowing Gas Cloud in the Star-Forming Region of Galaxy NGC 6822 (Hubble).jpg|thumb|left|100px]] { L (i) }.
[[Image:Spectacular star-forming region known as the Flame Nebula, or NGC 2024.jpg|thumb|left|100px]] { C (i) }.
[[Image:Hubble view of NGC 2366 - Heic1207a.jpg|thumb|left|100px]] { R (i) }.
[[Image:Ngc1999.jpg|thumb|left|100px]] { E (i) }
[[Image:Star-forming Region RCW 108 in Ara.jpg|thumb|left|100px]] { H (i) }.
[[Image:Star-Forming &quot;Bubble&quot; RCW 79.jpg|thumb|left|100px]] { B (i) }.
[[Image:Dragonfish600.jpg|thumb|left|100px]] { T (i) }.
[[Image:The star-forming Cat’s Paw Nebula through ArTeMiS’s eyes.jpg|thumb|left|100px]] { M (i) }.
{{clear}}

{Yes or No, While fusion may be the primary mechanism by which first generation stars produce energy, repulsion between like nucleons may cause neutron emission from a collapsed core.
|type=&quot;()&quot;}
+ Yes
- No

{Which of the following may be true regarding the interacting galaxies of UGC 9618?
|type=&quot;[]&quot;}
+ the pair of galaxies appear to be interacting rather than a mere galaxy double
+ a lack of luminous sources at any wavelength in the interaction volume
+ asymmetry is approximately centered on the interaction volume
+ a common origin originally between them
+ the large X-ray output surrounding primarily the more central portion of the edge-on galaxy suggests a very high temperature galactic coronal cloud
+ the infrared portion of the composite image with ultraviolet strongly suggests that the edge-on galaxy is much cooler in general than the face-on galaxy
+ orange and yellow astronomy reveal that the edge-on galaxy may be composed of older or cooler stars
- VV340A appears to be more than 33 % involved in the interaction

{True or False, In the evolution of elements much more material has gone into the even-numbered elements than into those which are odd.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Complete the text:
|type=&quot;{}&quot;}
Match up the item letter with each of the possibilities below:
Einstein ring - A
stellar nebula - B
Andromeda galaxy - C
Triplet galaxies interacting - D
Hubble galaxies - E
Dark matter halo simulation - F
Fairall 9 (Seyfert galaxy in X-rays) - G
Tycho Brahe observatory, remotely controlled telescope, captured galaxy - H
[[Image:Andromeda's Colorful Rings.jpg|thumb|left|100px]] { C (i) }.
[[Image:Galax.png|thumb|left|100px]] { H (i) }.
[[Image:A Horseshoe Einstein Ring from Hubble.JPG|thumb|left|100px]] { A (i) }.
[[Image:SWIFT J0123.9-5846 Hard X-ray.jpg|thumb|left|100px]] { G (i) }.
[[Image:Dark matter halo.png|thumb|left|100px]] { F (i) }.
[[Image:AmCyc Nebula - Stellar Nebula.jpg|thumb|left|100px]] { B (i) }.
[[Image:Dorian Gray.jpg|thumb|left|100px]] { E (i) }.
[[Image:Cosmic Interactions.jpg|thumb|left|100px]] { D (i) }.
{{clear}}

{It is important to study the stellar populations of nearby galaxies in order to understand the processes of galaxy
|type=&quot;{}&quot;}
{ evolution (i) }.

{[[Image:Spiral Galaxy M100.jpg|right|100px]] The galaxy image at the right has approximately which type of rotational symmetry??
|type=&quot;()&quot;}
- one-fold - ⊙
+ two-fold - ⊖
- three-fold - ▲
- four-fold - ◈
- five-fold - ✪
- six-fold - ✱
{{clear}}

{True or False, With respect to the core of the Sun, the high-hydrogen, low-iron model was suddenly adopted without opposition.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{True or False, Cosmogony is any scientific theory concerning the coming into existence, or origin, of the cosmos or universe, or about how what sentient beings perceive as &quot;reality&quot; came to be.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Nuclear fission and nuclear fusion may be connected by which of the following?
|type=&quot;[]&quot;}
+ means for concentrating actinide elements and for separating actinide elements from reactor poisons exist
+ thermonuclear fusion reactions in stars are ignited by nuclear fission energy
- dark matter
+ the feasibility of thermal neutron fission and fast neutron fission in planetary and protostellar matter may be calculated from nuclear reactor theory
- brown dwarfs

{For a few special cases, rotational velocities for protostars have been obtained directly from observations of the outer optically
|type=&quot;{}&quot;}
{ thin (i) } regions.

{True or False, The overdense regions having turned into dark population III objects.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Complete the text:
|type=&quot;{}&quot;}
In the case of B335, { rotation (i) } is not important in determining the { force (i) } balance in the outer regions, and this object is in fact undergoing { gravitational (i) } collapse.

{True or False, Cosmological redshift is seen due to the expansion of the universe, and sufficiently distant light sources (generally more than a few million light years away) show redshift corresponding to the rate of increase of their distance from Earth.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{True or False, The temperature of the cores of stars may be determined by the balance between the gravitational attraction and the gas pressure.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{True or False, In cosmogonic schemes involving cold dark matter, there is an equally obvious process that might inhibit galaxy formation in the incipient voids.
|type=&quot;()&quot;}
- TRUE
+ FALSE

{Which of the following are likely phenomena associated with population III stars
|type=&quot;[]&quot;}
- not enough of them
+ individual masses must either be less than 0.1 M&lt;sub&gt;⊙&lt;/sub&gt;
- clouds
+ in the range 10&lt;sup&gt;3&lt;/sup&gt;–10&lt;sup&gt;6&lt;/sup&gt; Μ&lt;sub&gt;⊙&lt;/sub&gt;
- too much background light
- too much material
- heavy elements

{Complete the text:
|type=&quot;{}&quot;}
Match up the item letter with each of the cosmogonic possibilities below:
interior models of the giant planets - A
high interest for cosmogony, geophysics and nuclear physics - B
hierarchical accumulation - C
clouds and globular clusters - D
cosmic helium abundance - E
deuterium fusion - F
a large deficiency of light elements - G
after galactic sized systems had collapsed - H
the motions of hydrogen { D (i) }
formation of luminous quasars { H (i) }.
stars with an initial mass less than the solar mass { G (i) }.
rotating liquid drops { B|F (i) }.
primordial is less than 26 per cent { E (i) }.
a solar mixture of elements dominated by hydrogen and helium gas { A (i) }.
around 13 Jupiter masses { F (i) }.
smaller rocky objects { C (i) }.

{Which phenomenon are associated with cold dark matter?
|type=&quot;[]&quot;}
+ unseen mass
- a bubble in space
+ range of masses of galaxies
- hot neutrinos
+ Einstein-de-Sitter 'flat' universe
+ the cosmological density parameter Ω

{Complete the text:
|type=&quot;{}&quot;}
Match up the item letter with each of the possibilities below:
E0 - A
E1 - B
E2 - C
E3 - D
E4 - E
E5 - F
E6 - G
E7 - H
[[Image:Maf1atlas.jpg|thumb|left|100px]] { D (i) }.
[[Image:M32 Lanoue.png|thumb|left|100px]] { C (i) }.
[[Image:Messier 105 2MASS.jpg|thumb|left|100px]] { H (i) }.
[[Image:Ngc185 rgb combined.jpg|thumb|left|100px]] { A (i) }.
[[Image:2MASS NGC 4125 JHK.jpg|thumb|left|100px]] { G (i) }.
[[Image:NGC 1427 Hubble WikiSky.jpg|thumb|left|100px]] { F (i) }.
[[Image:M105 (37482401952).jpg|thumb|left|100px]] { B (i) }.
[[Image:Coma Cluster of Galaxies (visible, wide field).jpg|thumb|left|100px|at left]] { E (i) }.
{{clear}}

&lt;/quiz&gt;

==See also==
{{div col|colwidth=12em}}
* [[Astronomy/Quiz]]
* [[Green astronomy/Quiz]]
* [[Radiation chemistry/Quiz|Radiation astrochemistry/Quiz]]
* [[Radiation geography/Quiz|Radiation astrogeography/Quiz]]
* [[Radiation history/Quiz|Radiation astrohistory/Quiz]]
* [[Radiation astronomy/Quiz]]
* [[Stars/Quiz]]
{{Div col end}}

==External links==
* [http://www.iau.org/ International Astronomical Union]
* [http://nedwww.ipac.caltech.edu/ NASA/IPAC Extragalactic Database - NED]
* [http://nssdc.gsfc.nasa.gov/ NASA's National Space Science Data Center]
* [http://www.adsabs.harvard.edu/ The SAO/NASA Astrophysics Data System]
* [http://cas.sdss.org/astrodr6/en/tools/quicklook/quickobj.asp SDSS Quick Look tool: SkyServer]
* [http://simbad.u-strasbg.fr/simbad/ SIMBAD Astronomical Database]
* [http://simbad.harvard.edu/simbad/ SIMBAD Web interface, Harvard alternate]
* [http://nssdc.gsfc.nasa.gov/nmc/SpacecraftQuery.jsp Spacecraft Query at NASA]
* [http://heasarc.gsfc.nasa.gov/cgi-bin/Tools/convcoord/convcoord.pl Universal coordinate converter]

&lt;!-- footer templates --&gt;
{{Stars resources}}{{Sisterlinks|Galaxy evolution}}

&lt;!-- categories --&gt;
[[Category:Astrophysics quizzes]]
[[Category:Stars quizzes]]</text>
      <sha1>appeom3eugoo0ucrr439zvcnceib0fo</sha1>
    </revision>
  </page>
  <page>
    <title>Talk:Evidence-based assessment/Oppositional defiant disorder (disorder portfolio)</title>
    <ns>1</ns>
    <id>248214</id>
    <revision>
      <id>2408568</id>
      <parentid>2407944</parentid>
      <timestamp>2022-07-22T00:49:41Z</timestamp>
      <contributor>
        <username>Aherman012</username>
        <id>2943941</id>
      </contributor>
      <comment>/* Prescription Phase */</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="3462" xml:space="preserve">== Audit Log: 20__ ==
''Please adjust to the given year and type any comments/edit ideas you have under the given section they apply to. Then please sign your name using four tildas (~) If replicated for another audit, please copy this template and paste above, adjusting the year. This ensures those edits are seen first.''

=== Overall ===

*

==== What is a &quot;portfolio&quot;? ====

*

==== Preparation Phase ====

*
==== Prediction Phase ====

* Pending OSF access -- PDF of CABI and Strengths and Difficulties Questionnaire

==== Prescription Phase ====
Previous information below:
*Stage 2:
Structured Diagnostic Interview
Available online: KSADS
Helps to assess potential comorbidity.
Standardized intelligence test (e.g., WASI, WISC****) and academic achievement screener (e.g., WRAT, WIAT, WJ cog****)
Developmental and medical history obtained through clinical interview
Observational analogues, including parent-child interactions – examples:
Child’s Game: child directed play
Parent’s Game: parent directed play
Clean Up: clean up task in which parent instructs child to clean up specific toys
Parent observation measures
E.g., Parent Daily Report
Level of functional impairment or adaptive disability determined through interviews or ratings
E.g., Child and Adolescent Functional Assessment Scale
Age of onset of conduct problems established through clinical or structured interviews with parent or youth
Helps determine developmental pathway, which has implications for the “three P’s”.
Helps determine temporal ordering of potential comorbid disorders (e.g., did anxiety problems precede conduct problems, or vice-versa?), which also has implications for “three P’s”
Stage 3:
Broader social and environmental context should be assessed.
E.g., Neighborhood Questionnaire, Community Interaction Checklist, Things I Have Seen and Heard
Assessment of social informational processing could yield important information relevant to the “three P’s”
E.g., Intention-Cue Detection Task
Parental/personal adjustment assessment to assess for familial risk factors
E.g., Antisocial Behavior Checklist
Further assessments specific to the symptomatology of the child or adolescent should be conducted
E.g., assessments specific to fire-setting behaviors

Additional notes:

Covert conduct problem behaviors are difficult to assess, and the clinical utility of some innovative observational paradigms needs to be demonstrated.
McMahon &amp; Frick (2005) point to the “recent proliferation of research concerning girls and CP (p. 496) and suggest that this emerging research “should facilitate the development of evidence-based guidelines that are applicable to girls in the near future.” For the time being, they recommend following the same guidelines for girls as for boys, with the addition of a measure of relational aggression in girls.

==== Process Phase ====

*

==== External Resources ====

*

==== References ====

*

== Questions? ==


This page is much less developed than the CD one. 

There is debate about whether to merge them into one &quot;Disruptive Behavior&quot; page. 

* Need to incorporate ICD-11. 
* Need to add parenting measures. 
* Probably should mention DMDD? 
* Need to mention other interviews from CD page -- and get feedback about MINI-KID and KSADS for CD?

More soon... [[User:Eyoungstrom|Eyoungstrom]] ([[User talk:Eyoungstrom|discuss]] • [[Special:Contributions/Eyoungstrom|contribs]]) 12:56, 23 April 2019 (UTC)</text>
      <sha1>7xl5uv2463pgubwbha4pinot3g32eh3</sha1>
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  </page>
  <page>
    <title>JCCAP FDF/2019</title>
    <ns>0</ns>
    <id>249885</id>
    <revision>
      <id>2408432</id>
      <parentid>2408014</parentid>
      <timestamp>2022-07-21T16:21:42Z</timestamp>
      <contributor>
        <username>Parodda</username>
        <id>2936296</id>
      </contributor>
      <comment>Added a more detailed and accurate description of the address as part of the 996 Wiki grant through HGAPS</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="25803" xml:space="preserve">== '''Addresses''' ==

=== '''''Future Directions Address 1: &quot;Future Directions in Adversity and Mental Health&quot;''''' ===

'''Presented by Dr. Kate McLaughlin, Ph.D.'''

==== Description ====
An increasing body of research has shown that experiences of childhood adversity are more common than previously thought among children in the US. Furthermore, there is a classic dose/response relationship between childhood adversity and psychopathology, with children who have experienced more than six instances of childhood adversity being five times more likely to develop at least one clinical manifestation of psychopathology by adulthood. Yet, many current approaches to child psychopathology have a tendency to lump vastly different experiences of adversity together - a practice that has likely served to further complicate efforts to identify an underlying neurobiological mechanism linking childhood adversity and trauma. 

In '''Neurodevelopmental Mechanisms Linking Childhood Adversity with Psychopathology Across the Life-Course''', McLaughlin presents a novel perspective on this issue: identifying low/high threat and low/high deprivation as two distinct contextual axes of childhood adversity, influencing underlying neurobiological mechanisms and eventual manifestation of psychopathology in distinctly different ways. 

The low/high threat exposure axis pertains to the harm or threat of harm that a child may experience during their developmental years. As McLaughlin discusses, threat exposure influences neural systems involved in fear learning and salience processing, including the amygdala, hippocampus, and medial PFC. Such an adaptive response to growing up in a dangerous environment can be essential for the child’s survival in the short term, but as children grow up these changes in emotional learning can result in increased emotional reactivity and poor emotion regulation. Using brain maps, McLaughlin details how her lab tracked these observable behavioral characteristics to the presence of a drastically heightened amygdala response, specifically in response to negative emotional cues. McLaughlin then contextualizes her work within the existing psychological framework of the general psychopathology (p) factor, hypothesizing the p factor as a transdiagnostic mechanism, and explaining that the neurological changes her lab mapped served to explain a significant portion of the relationship between trauma and the p factor.

Pulling in additional data from a bell conditioning task where fear response (SCR amplitude) was measured, McLaughlin explains that sustained childhood exposure to threat results in children having a harder time distinguishing between what is safe and what is dangerous, and likely perceiving a broader set of stimuli to be potentially dangerous compared to children who have never experienced trauma. Continuing on, McLaughlin discusses how data reflects that maps of the ACC, thalamus, aINS, and amygdala respond preferentially to threat cues and fail to habilitate over time to threat vs safety cues. McLaughlin concludes the segment of her address on trauma by stating that a key additional implication of this data is that the poor cross talk between the amygdala and hippocampus that occurs as a result of trauma serves as a direct predictor of higher levels of psychopathology across the board. 

Returning to her key point, that the mechanisms that link experiences of threat to psychopathology are fundamentally distinct from those that link deprivation to psychopathology, McLaughlin shifts the focus of her discussion to identified neurologic mechanisms stemming from deprivation during key developmental years. McLaughlin begins by stating that children with inadequate exposure to caregivers are not exposed to many of the stimuli necessary for optimal learning and development, including language, nurturance, and complex interpersonal stimulation. McLaughlin then hypothesizes that the result of this deprivation in social and cognitive inputs is an exaggerated experience of synaptic pruning, wherein unused neural circuits are destroyed. While synaptic pruning is an important component of neural development, exaggerated synaptic pruning in the case of childhood deprivation can lead to low cortical grey matter density, a dramatic reduction in areas of the brain relating to language processing, social cognition, attention, executive function, and working memory. As McLaughlin explains from her data, exaggerated synaptic pruning as a result of childhood deprivation may also be linked to increased prevalence of ADHD in children. Contextualizing her findings further, McLaughlin describes how these data can be replicated to apply to children growing up in poverty in the US. 

In conclusion of her address, McLaughlin discusses the importance of identifying neural mechanisms stemming distinct axes of childhood adversity as they provide psychologists with the tools to understand and help children throughout their development, meeting them within their unique societal contexts to hopefully reduce the prevalence of child and adolescent psychopathology.

Watch the YouTube video recording of the address [https://www.youtube.com/watch?v=ceZUPrRHxlo here].

=== '''''Future Directions Address 2: &quot;Future Directions in Mediators of Treatment&quot;''''' ===

'''Presented by [[wikipedia:Philip_C._Kendall|Dr. Philip Kendall, Ph.D]].'''

==== Description ====
One thing is clear: there is no psychological therapy that works best for everybody. But, how do psychological therapies work? How can we enhance treatment to improve outcomes? Questions of mediation lie at the heart of these inquiries. In this address, Dr. Philip Kendall delineates some of the issues confronting tests of treatment mediation in youth mental health and suggests future directions in research on addressing these issues.  

Kendall begins his address by defining predictors, moderators, and mediators within the context of clinical psychology. A predictor of an individual’s response to treatment is a variable that is associated with a defined treatment outcome, but has no interaction with treatment condition. In other words, predictors can identify factors that are associated with treatment outcome, and can be viewed as correlates or risk factors of the outcome. A moderator is a variable that informs us as to for whom and/or under what circumstances a treatment works. Moderators are baseline factors that interact with treatment conditions to produce differential outcomes, Moderator variables must be assessed prior to randomization, and must not be correlated with treatment outcomes. 

In contrast to both predictors and moderators, a mediator is a variable that has implications for possible mechanisms. A change in a mediating variable will tell you something about the possible mechanism of change in outcome. Importantly, mediators have temporal precedence and can help explain observed outcomes within a clinical or experimental setting. 

As Kendall points out, there are very few instances of mediation in child and adolescent outcome studies. In order to identify a mediating variable, one has to test each possible variable in order to understand all of the potential mediating factors. Additionally, there is a need for full temporal precedence in measurement and identification of a mediator. 

In identification and analysis of mediating variables, weekly study is ideal. However, surveying participants at such a high frequency over the course of a trial can be challenging, since responses tend to decrease in complexity and frequency over time if a significant incentive is not offered. Because of this tendency, psychologists must balance the intrusive quality of such measurements against the minimum amount of inquiries necessary to properly identify and examine a mediating variable. As Kendall mentions, burst-style surveying presents a possible solution to upholding this balance. 

Kendall then moves on to a detailed discussion of the limitations of prior group-based approaches, pointing out the dangers of assuming that change over time is equivalent across participants, that change occurs as a result of the same mechanism, and that change is linear. Following this discussion, Kendall emphasizes the need for more frequent measurement in mediator analysis, highlighting dynamical systems approaches to examine changes in stable patterns. As Kendall states, dynamical systems approaches are designed to test potential mechanisms of mediation due to their use of measurement methods and analytical techniques that effectively examine moment-to-moment changes on the individual level. 

Kendall concludes his discussion by touching on several potential novel study designs to best facilitate medication, emphasizing bayesian approaches. To summarize his discussion, Kendall leaves the audience with several mechanisms of incorporating mediation analysis into their research: implementing high-frequency data collection methods, establishing temporal precedence, and considering the use of person-centered approaches.

Watch the YouTube video recording of the address [https://www.youtube.com/watch?v=0w0ul3YH17o here].

=== '''''Future Directions Address 3: &quot;Future Directions in Immunology and Mental Health&quot;''''' ===

'''Presented by Dr. Greg Miller, Ph.D.'''

==== Description ====
In this address, Dr. Gregory Miller provides an overview of the recently developed 	neuroimmune network hypothesis and highlights implications and future directions for 	theory and empirical research on early-life stress and its links with physical and emotional 	health problems.

Watch the YouTube video recording of the address [https://www.youtube.com/watch?v=kgu3lnyZNmA&amp;feature=youtu.be here].

=== '''''Future Directions Address 4: &quot;Future Directions in Parent-Child Separation&quot;''''' ===

''' Presented by Dr. Kathryn Humphreys, Ph.D.'''

==== Description ====
In this address, Dr. Kate Humphreys reviews salient emerging themes in the scientific literature related to the study and treatment of parent-child separation.

Watch the YouTube video recording of the address [https://www.youtube.com/watch?v=fq_OHfGyF0o&amp;feature=youtu.be here].

== '''Workshops''' ==

=== '''''Strategies for Improving Writing Clarity''''' ===

'''Presented by Dr. Andres De Los Reyes, Ph.D.'''

===== Description =====
People tend to be drawn to and understand information best when it is communicated to them in the form of a narrative or “story” rather than a list of facts. However, researchers rarely receive formal training on leveraging narrative tools when writing about their academic work. In this workshop, Dr. Andres De Los Reyes describes evidence-based strategies for consistently applying narrative structure to academic work, with a focus on preparing manuscripts for submission to peer-reviewed academic journals. This includes his description of the and-but-therefore approach to writing and how this narrative structure can be utilized in academic writing as a way to make scientific information more interesting to consume and memorable to the audience.

=== '''''Job Options in Academia''''' ===

'''Presented by Dr. Susan White, Ph.D and Dr. Matthew Lerner, Ph.D. '''

===== Description =====
Graduate training in fields relevant to child and adolescent mental health (e.g., Education, Psychiatry, Psychology, and Social Work) prepares trainees for careers in a variety of policy, research, and practice settings. While there are many options one can take with a career in mental health, academic jobs are among the most common and include traditional academic settings such as R1 research universities and research positions in a medical school, the government, or a research center. Another big consideration is whether or not to go for a job with tenure track (which is like a probationary period that typically lasts about 6 years) especially because these positions are very difficult to come by. There are also considerations to be made on whether to take a position that requires/allows teaching and service work like serving on an editorial board. Research finds that the best predictor of success in academia is: department reputation. Drs. White and Lerner give advice on the timeline of when to apply and resources to use on your applications such as your advisor, organization, and practice. They also provide brief discussion on job interviews which mostly consist of job talks in academia. Lastly, the give advice on negotiating a job offer with the most important piece of advice being to '''get everything in writing''' when negotiating a position.  

=== '''''Preparing a Training Grant''''' ===

'''Presented by Dr. Deborah A.G. Drabick, Ph.D. and Dr. Tara Peris, Ph.D. '''

===== Description =====
Submitting a training grant involves considering multiple factors that focus on not only a proposed study but also a concrete plan for developing the skills needed to execute this study. By construction, these applications carry many expectations, requirements, and complicated forms. In this workshop, Drs. Deborah Drabick and Tara Peris leverage their years of experience with extramural funding to clarify the process of submitting a training grant, and provide attendees with concrete tools for submitting successful training grant applications. Training grants are important because they offer opportunities to graduate students and post-docs that may not otherwise be available and provide additional mentorship and consultation. There are several types of training grants that typically fall into either F grant class or K grant class. Based on the type of grant you are applying for, the information needed to apply will vary; however, picking your topic and telling your story will always be required. In doing this, you should describe what you are interested in researching, the current state of the field, and how your research will address gaps you have identified in the current research. Grants are typically reviewed on a scale of 1-9 in 5 areas which are then compiled into an overall impact score. Reviewers then meet and discuss the top 50% of the grant applications and make a decision on who will receive funding. 

=== '''''Responding to Peer Review''''' ===

'''Presented by Dr. Andres De Los Reyes, Ph.D.'''

===== Description =====
Publishing academic work often involves submitting scholarly manuscripts to peer-reviewed journals. A key component of the publishing process involves receiving commentary about your work from peers in your field and satisfactorily responding to such commentary. Despite it being a core feature of the publishing process, researchers rarely receive formal training on responding to peer review commentary. In this workshop, Dr. Andres De Los Reyes describes evidence-based strategies for responding to peer review commentary, including strategies for how to compose cover letters for responding to such commentary. Along these lines, Dr. De Los Reyes details how to respond to peer reviews line by line to ensure all comments have been addressed. Additionally, he outlines how to respectfully respond to and address comments from a reviewer that you may not agree with.

=== '''''Job Search and Negotiation''''' ===

''' Presented by Dr. Deborah A.G. Drabick, Ph.D. and Dr. Tara Peris, Ph.D. '''

===== Description =====
In this workshop Drs. Deborah Drabick and Tara Peris provide advice when it comes to searching for jobs and negotiating job offers. They give practical advice for determining when to go on the job market, where are the best places to search for job openings, how to write a good cover letter that will catch an employer's attention, and where to find resources that will assist in the preparation for a job interview. It is always good to monitor list-servs from APA, ABCT, and other relevant groups for job postings as well as checking APA psyc careers and following up via word of mouth. When applying for jobs, you should have your CV up to date and a cover letter ready that details your experiences and qualifications. They also detail how to advocate for yourself, negotiate salary and benefits, and how to get a lab startup package when given a job offer. When negotiating you can negotiate on salary, title, space, start-up funds, time between moving from your current place to your new job, protected time, parking, childcare, and housing. You should always ask for more than what you want since you are negotiating and will not get everything you ask for. Lastly, the remind you to always be gracious when interviewing and negotiating job offers as well as to send thank you notes to those you interact with during the process. 

=== '''''Preparing a Grant Post-Ph.D''''' ===

''' Presented by Dr. Joshua Langberg, Ph.D. and Dr. Susan White, Ph.D. '''

===== Description =====
Submitting your first grant as a Ph.D. can appear on the surface to be a daunting task, with many expectations, requirements, and complicated forms. In this workshop, we leverage years of experience with extramural funding to explain the grant submission process, and provide attendees with concrete tools for submitting successful applications via multiple post-Ph.D. mechanisms, including project grants and K Series, F Series, and T Series applications. K Series grants are most often used to fund early career research, F Series are individual fellowships, and T Series are institutional training grants. Each grant will have different elements specific to that grant; however, each will require picking a topic/telling your story, showing preliminary data, forming a team, and budgeting. It is important to establish a timeline for writing the grant and submitting materials to ensure that everything is submitted on time. You should ideally have multiple grants under review at one time to maximize the chance of having a successfully funded grant. Once you have written one, it is easy to tweak it to meet the requirements of other grant applications. Lastly, ask others in the field for examples of grants they have written and ask them to review yours before submitting. 

=== '''''Strategies for Developing a Research Program''''' ===

''' Presented by Dr. Andres De Los Reyes, Ph.D. '''

===== Description =====
Our first two writing workshops dealt with applying narrative tools to academic work and responding to peer review commentary, with the key goal of publishing a single journal article. How might you use these tools to connect separate articles together into a larger story? In research, our larger stories are the “research programs” we build from years of work and multiple articles. These are the stories we take with us “on the road” when interviewing for jobs and applying for grants. In this workshop, we discover how narrative devices commonly used in filmmaking actually help us weave related but distinct articles together into the “story” of an entire body of work.

=== '''''Networking at Conferences''''' ===

''' Presented by Dr. Deborah A.G. Drabick, Ph.D. and Dr. Matthew Lerner, Ph.D. '''

===== Description =====
To an early career scientist, attending professional meetings can be an overwhelming experience, with many opportunities to not only learn new things but also connect with like-minded scholars in the field. In this workshop, Drs. Deborah Drabick and Matthew Lerner demystify the process of networking at conferences, and provide attendees with concrete tools for developing and maintaining professional relationships with conference attendees. The presenters discuss how to approach a researcher who you are interested in building a connection with and how to maximize the time you have to speak with them and to make yourself stand out. Drs. Drabick and Lerner also discuss how to have a meaningful discussion that can carry into a long-term professional relationship such as collaborations on research projects. It is also important to be mindful of how you are carrying yourself and what your interactions look like as you never know who is around and watching. Having a go to question can be a good way to start the conversation such as asking what the current state of that person's research is or discussing the current state of the literature in their field of study. Always make sure you know about the person's research before approaching them and consider how their work can inform yours. It is also important to attend their session if they are speaking at the conference or event so you can be informed on their current work and research goals.

=== '''''Work-Life Balance''''' ===

'''Presented by Dr. Joshua Langberg, Ph.D. and Dr. Sarah Racz, Ph.D.'''

===== Description =====
Sometimes it feels like everyone in our field is “always on task” and unable to “unplug”. But is that a realistic view of how we balance our work lives with our lives outside of work? In this workshop, Drs. Joshua Langberg and Sarah Racz discuss the competing demands placed on us across our various work, family, and social spheres; and strategies to manage these demands in the necessary pursuit of healthy, balanced lives. They begin with practical advice such as knowing what your priorities are and how you operationalize them. Then map your schedule so you have a clear picture of your time and your commitments. From there you will need to make choices out of the time items you have left on your priorities and what time you have left in the day. By having routine and structure for each day, you are able to maximize your time and make conscious choices of what you are spending your day doing. They also recommend being flexible, but organized when creating a work-life balance as sometimes things in your schedule may shift and you need to quickly adjust. Being organized may look like keeping a calendar and/or to do list as well as using family management apps. It is also important to communicate with others in your household about your schedule and set up a plan that works for all of you. Lastly, it is important to advocate for yourself and to know your rights and responsibilities if you are a working parent when it comes to parental leave and time off.

== '''Ceremony for the ''Future Directions Launch Award''''' ==

=== John L. Cooley ===

* Received Ph.D. from the University of Kansas

====== About the award recipient ======
John is a recipient of the 2019 Future Directions Launch Award in Adversity.  After receiving his Ph.D. in Clinical Child Psychology from University of Kansas in 2018, he worked as a NIMH T32 postdoctoral fellow in the Department of Psychiatry at the University of Colorado Anschutz Medical Campus. He is currently a tenure-track Assistant Professor in the Department of Psychological Sciences at Texas Tech University, where his lab is guided by two overarching questions: “Why are some children and adolescents more impacted by peer victimization/bullying than others?” and “How can we address the mental health needs of peer-victimized/bullied youth?&quot; More specifically, John’s lab is focused on investigating a) factors that influence risk for peer victimization/bullying and their associated negative outcomes, b) methods for identifying victims of peer aggression in need of intervention, and c) prevention and intervention approaches. Learn more about John's lab here: [https://www.peerrelationslab.com www.peerrelationslab.com]

Watch the YouTube video recording of the remarks [https://www.youtube.com/watch?v=Jq6k0URJ1es here].

=== Erin Kang ===

* Ph.D. Candidate at Stony Brook University at the time of the award

====== About the award recipient ======
Erin received the 2019 Future Directions Launch Award in Treatment. She earned her Ph.D. in Clinical Psychology in 2020 at Stony Brook University under the mentorship of Dr. Matthew Lerner. She is currently a tenure-track Assistant Professor in the Psychology Department at Montclair State University, where her lab focuses on understanding how the processing of social information shapes, and is shaped by, social experience in autistic youth and those with related neurodevelopmental disorders. This focus on social plasticity, or capacity to learn from and adapt to their complex social environments, includes the role of social experiences, affective processing, and neural plasticity that underlie this capacity. Learn more about Erin's lab here: [https://www.erinkanglab.com www.erinkanglab.com]

Watch the YouTube video recording of the remarks [https://www.youtube.com/watch?v=oaK14hoO3UI here].

=== Nicole Lorenzo ===
* Ph.D. candidate at Florida International University at the time of the award

====== About the award recipient ======
Nicole received the 2019 Future Directions Launch Award in Treatment. After receiving her Ph.D. in Clinical Science at Florida International University in 2019, she worked as a post-doctoral fellow at the University of Maryland, College Park. Currently, she is a tenure-track Assistant Professor in the psychology department at American University. Her research focuses on the transactional processes involved in parent-child interactions, examining how these processes develop and the impact of factors like temperament and parent mental health. This developmental work informs her intervention work which seeks to understand how we can refine and individualize treatment targets to develop early intervention programs that are accessible and scalable for families and providers, particularly those from underserved and underrepresented backgrounds. Learn more about Nicole's work here: [https://www.researchgate.net/profile/Nicole&amp;#x20;Lorenzo www.researchgate.net/profile/Nicole_Lorenzo] 

Watch the YouTube video recording of the remarks [https://www.youtube.com/watch?v=3T53yHtdcqY here].</text>
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  </page>
  <page>
    <title>Radiation astronomy/Galaxy clusters/Quiz</title>
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    <id>249961</id>
    <revision>
      <id>2408470</id>
      <parentid>2264038</parentid>
      <timestamp>2022-07-21T21:12:52Z</timestamp>
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        <id>47528</id>
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      <minor />
      <comment>([[c:GR|GR]]) [[c:COM:Duplicate|Duplicate]]: [[File:Messier 105.jpg]] → [[File:M105 (37482401952).jpg]] Exact or scaled-down duplicate: [[c::File:M105 (37482401952).jpg]]</comment>
      <model>wikitext</model>
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      <text bytes="11914" xml:space="preserve">[[Image:Whirlpool M51-pr.jpg|thumb|right|200px|This is a composite image of the Whirlpool Galaxy (also known as M51). Credit: Joint Astronomy Centre, University of British Columbia and NASA/HST (STScI).]]
'''[[Radiation_astronomy/Galaxy_clusters|Galaxy cluster astronomy]]''' is a lecture for the [[Portal:Radiation astronomy|radiation astronomy department]] course on the [[principles of radiation astronomy]].

You are free to take this quiz based on [[Radiation_astronomy/Galaxy_clusters|Galaxy cluster astronomy]] at any time.

To improve your score, read and study the lecture, the links contained within, listed under [[Radiation_astronomy/Galaxy_clusters/Quiz#See also|'''See also''']], [[Radiation_astronomy/Galaxy_clusters/Quiz#External links|'''External links''']], and in the {{tlx|principles of radiation astronomy}} template. This should give you adequate background to get 100 %.

As a &quot;learning by doing&quot; resource, this quiz helps you to assess your knowledge and understanding of the information, and it is a quiz you may take over and over as a learning resource to improve your knowledge, understanding, test-taking skills, and your score.

'''Suggestion:''' Have the lecture available in a separate window.

To master the information and use only your memory while taking the quiz, try rewriting the information from more familiar points of view, or be creative with association.

Enjoy learning by doing!
{{clear}}

==Quiz==

&lt;quiz&gt;

{Yes or No, Particle radiation consists of a stream of charged or neutral particles, from the size of subatomic elementary particles upwards of rocky, liquid, plasma, and gaseous objects to even larger more loosely bound entities such as galaxies, galaxy clusters and strings with measurable motion.
|type=&quot;()&quot;}
+ Yes
- No

{Which of the following are associated with globular clusters as a standard candle?
|type=&quot;[]&quot;}
- characteristic mottling
+ luminosity functions
+ turnover point
- incipient resolution 
+ dispersion of the distribution
- easy to recognize
+ log-normal function

{Yes or No, An intergalactic medium is a medium in between interplanetary and interstellar media.
|type=&quot;()&quot;}
- Yes
+ No

{Complete the text:
|type=&quot;{}&quot;}
Match up the item letter with each of the possibilities below:
Intracluster medium - A
Mayall's object - B
M82 PAHs - C
Milky Way bubbles - D
Local Hot Bubble - E
Stephan's Quintet  - F
UGC 8335 - G
Arp 272 - H
[[Image:Hubble Interacting Galaxy UGC 8335 (2008-04-24).jpg|thumb|left|100px]] { G (i) }
[[Image:Outflow from M82 galaxy.jpg|thumb|left|100px]] { C (i) }.
[[Image:Stephan's Quintet with annotation.jpg|thumb|left|100px]] { F (i) }.
[[Image:Local_bubble.jpg|thumb|left|100px]] { E (i) }.
[[Image:800 nasa structure renderin2.jpg|thumb|left|100px]] { D (i) }.
[[Image:A2199 Xray Optical2.jpg|thumb|left|100px]] { A (i) }.
[[Image:Hubble Interacting Galaxy NGC 6050 (2008-04-24).jpg|thumb|left|100px]] { H (i) }.
[[Image:Hubble Interacting Galaxy Arp 148 (2008-04-24).jpg|thumb|left|100px]] { B (i) }.
{{clear}}

{True or False, An intergalactic medium is a rarefied plasma rather than a gaseous medium.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Which of the following is not a characteristic of X-radiation in the IGM?
|type=&quot;()&quot;}
- X-rays come from the IGM
- an X-ray background
+ shock heating
- secondary ionizations and excitations
- far more likely to be absorbed by He I rather than H I

{Do we know enough about the intergalactic medium to trust measurements of background sources seen through foreground
|type=&quot;{}&quot;}
{ structure (i) }?

{Complete the text:
|type=&quot;{}&quot;}
Whether the thermal IGM is { collisional (i) } or collisionless at scales smaller than the scale  { Coulomb (i) } scale depends on the effect of reduced { mean free path (i) } that is mediated by the plasma { instabilities (i) }.

{True or False, Star clusters have been discovered to occur outside a galaxy.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Which of the following are phenomena associated with strong forces in the IGM?
|type=&quot;[]&quot;}
+ stochastic acceleration
+ hottest clusters
+ scaling of the acceleration efficiency with IGM temperature
- collisionless IGM
- placid magnetic compressions
+ the smaller the mean free path 
- cold regions
- least effective for inducing the instability

{True or False, O VI is a lithium-like ion.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Which of the following are phenomena associated with electromagnetic cascades?
|type=&quot;[]&quot;}
+ spectral and timing properties of astronomical sources
+ very high-energy γ-rays
+ the way from the source to the Earth
- soft X-rays
- redshifts
+ ambient radiation fields inside the γ-ray source
- source stability
- protons

{True or False, The hierarchical clustering model has the gravitational effects of dark matter drive the evolution of structure from the near-uniform recombination epoch until the present day.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Complete the text:
|type=&quot;{}&quot;}
Match up the item letter with each of the cosmogonic possibilities below:
interior models of the giant planets - A
high interest for cosmogony, geophysics and nuclear physics - B
hierarchical accumulation - C
clouds and globular clusters - D
cosmic helium abundance - E
deuterium fusion - F
a large deficiency of light elements - G
after galactic sized systems had collapsed - H
the motions of hydrogen { D (i) }
formation of luminous quasars { H (i) }.
stars with an initial mass less than the solar mass { G (i) }.
rotating liquid drops { B|F (i) }.
primordial is less than 26 per cent { E (i) }.
a solar mixture of elements dominated by hydrogen and helium gas { A (i) }.
around 13 Jupiter masses { F (i) }.
smaller rocky objects { C (i) }.

{True or False, As a galaxy is made up of millions or billions of stars, a solitary star does not exist in a galaxy.
|type=&quot;()&quot;}
- TRUE
+ FALSE

{Spiral galaxies have which of the following in common?
|type=&quot;[]&quot;}
+ spiral arms
- a spheroidal shape
- may appear lenticular
- is irregular
+ arms of younger stars
+ may contain star clusters
+ dust lanes

{Phenomena associated with the Milky Way are?
|type=&quot;[]&quot;}
+ spiral arms
- a spheroidal shape
+ a standard to differentiate dwarf galaxies
+ often referred to as the Galaxy
+ arms of younger stars
+ contains star clusters
+ dust lanes
+ extended red emission (ERE)
+ a faint galaxy heavy with dark matter may orbit it
- larger than the Andromeda galaxy

{Complete the text:
|type=&quot;{}&quot;}
Match up the standard candle with a representative image:
Tully-Fisher relation - A
surface brightness fluctuations - B
absolute magnitude - C
globular clusters - D
active galactic nuclei - E
Type Ia supernova - F
classical Cepheid variable - G
novae - H
planetary nebula - I
[[Image:65Cyb-LB3-apmag.jpg|thumb|left|100px]] { C (i) }
[[Image:Maximum magnitude-rate of decline for novae.gif|thumb|left|100px]] { H (i) }.
[[Image:B-, R-, I-, and H-band Tully-Fisher relations.gif|thumb|left|100px]] { A (i) }.
[[Image:Blackbody spectral density.gif|thumb|left|100px]] { G (i) }.
[[Image:SN2005ke labels.jpg|thumb|left|100px]] { F (i) }.
[[Image:A further away schematic galaxy.gif|thumb|left|100px]] { B (i) }.
[[Image:1-agnsasanewst.jpg|thumb|left|100px]] { E (i) }.
[[Image:Planetary nebulae H-R.gif|thumb|left|100px]] { I (i) }
[[Image:Luminosity function for globular clusters.gif|thumb|left|100px]] { D (i) }.
{{clear}}

{Complete the text:
|type=&quot;{}&quot;}
Match up the item letter with each of the possibilities below:
Einstein ring - A
stellar nebula - B
Andromeda galaxy - C
Triplet galaxies interacting - D
Hubble galaxies - E
Dark matter halo simulation - F
Fairall 9 (Seyfert galaxy in X-rays) - G
Tycho Brahe observatory, remotely controlled telescope, captured galaxy - H
[[Image:Andromeda's Colorful Rings.jpg|thumb|left|100px]] { C (i) }.
[[Image:Galax.png|thumb|left|100px]] { H (i) }.
[[Image:A Horseshoe Einstein Ring from Hubble.JPG|thumb|left|100px]] { A (i) }.
[[Image:SWIFT J0123.9-5846 Hard X-ray.jpg|thumb|left|100px]] { G (i) }.
[[Image:Dark matter halo.png|thumb|left|100px]] { F (i) }.
[[Image:AmCyc Nebula - Stellar Nebula.jpg|thumb|left|100px]] { B (i) }.
[[Image:Dorian Gray.jpg|thumb|left|100px]] { E (i) }.
[[Image:Cosmic Interactions.jpg|thumb|left|100px]] { D (i) }.
{{clear}}

{Complete the text:
|type=&quot;{}&quot;}
Match up the item letter with each of the possibilities below:
Sa - A
Sb - B
Sc - C
SBa - D
SBb - E
SBc - F
Irr - G
S0 - H
[[Image:M101 hires STScI-PRC2006-10a.jpg|thumb|left|100px]] { C (i) }.
[[Image:Ngc5866 hst big.png|thumb|left|100px]] { H (i) }.
[[Image:M104 - Sombrero.jpg|thumb|left|100px]] { A (i) }.
[[Image:Starburst in NGC 4449 (captured by the Hubble Space Telescope).jpg|thumb|left|100px]] { G (i) }.
[[Image:Caldwell 44.jpg|thumb|left|100px]] { F (i) }.
[[Image:NGC2841.jpg|thumb|left|100px]] { B (i) }.
[[Image:The VLT goes lion hunting.jpg|thumb|left|100px]] { E (i) }.
[[Image:NGC 2859.jpg|thumb|left|100px]] { D (i) }.
{{clear}}

{True or False, 3C 295 is a galaxy cluster filled with a vast cloud of 50 MK gas and plasma.
|type=&quot;()&quot;}
+ TRUE
- FALSE

{Complete the text:
|type=&quot;{}&quot;}
Match up the item letter with each of the possibilities below:
E0 - A
E1 - B
E2 - C
E3 - D
E4 - E
E5 - F
E6 - G
E7 - H
[[Image:Maf1atlas.jpg|thumb|left|100px]] { D (i) }.
[[Image:M32 Lanoue.png|thumb|left|100px]] { C (i) }.
[[Image:Messier 105 2MASS.jpg|thumb|left|100px]] { H (i) }.
[[Image:Ngc185 rgb combined.jpg|thumb|left|100px]] { A (i) }.
[[Image:2MASS NGC 4125 JHK.jpg|thumb|left|100px]] { G (i) }.
[[Image:NGC 1427 Hubble WikiSky.jpg|thumb|left|100px]] { F (i) }.
[[Image:M105 (37482401952).jpg|thumb|left|100px]] { B (i) }.
[[Image:Coma Cluster of Galaxies (visible, wide field).jpg|thumb|left|100px|at left]] { E (i) }.
{{clear}}

{Which of the following are associated with elliptical galaxies as a standard candle?
|type=&quot;[]&quot;}
- observations made through a narrow band 5007 filter
+ luminous galaxies
- star forming regions
+ the Faber-Jackson relation 
+ relationship between luminosity and central velocity dispersion
+ quantitative techniques based on Fourier or cross correlation methods
+ strongly clustered
- single dominant young stellar population

{Which of the following are characteristics of cosmogonic X-rays?
|type=&quot;[]&quot;}
- gravitationally unbound
+ an X-ray emitting gas that is roughly a homogeneous intercluster medium
+ ultra-hot hidden gas
- gas can be hidden in intergalactic space
+ X-ray background
- stellar coronal X-rays

&lt;/quiz&gt;

==Hypotheses==
{{main|Hypotheses}}
# Meteors range in size from galaxy clusters to dust grains and molecular clusters.

==See also==
{{div col|colwidth=12em}}
* [[Astronomy/Quiz]]
* [[Green astronomy/Quiz]]
* [[Planetary science/Quiz]]
* [[Radiation chemistry/Quiz|Radiation astrochemistry/Quiz]]
* [[Radiation geography/Quiz|Radiation astrogeography/Quiz]]
* [[Radiation history/Quiz|Radiation astrohistory/Quiz]]
* [[Radiation astronomy/Quiz]]
* [[Theoretical radiation astronomy/Quiz]]
{{Div col end}}

==External links==
* [http://www.iau.org/ International Astronomical Union]
* [http://nedwww.ipac.caltech.edu/ NASA/IPAC Extragalactic Database - NED]
* [http://nssdc.gsfc.nasa.gov/ NASA's National Space Science Data Center]
* [http://www.adsabs.harvard.edu/ The SAO/NASA Astrophysics Data System]
* [http://cas.sdss.org/astrodr6/en/tools/quicklook/quickobj.asp SDSS Quick Look tool: SkyServer]
* [http://simbad.u-strasbg.fr/simbad/ SIMBAD Astronomical Database]
* [http://simbad.harvard.edu/simbad/ SIMBAD Web interface, Harvard alternate]
* [http://nssdc.gsfc.nasa.gov/nmc/SpacecraftQuery.jsp Spacecraft Query at NASA]
* [http://heasarc.gsfc.nasa.gov/cgi-bin/Tools/convcoord/convcoord.pl Universal coordinate converter]

&lt;!-- footer templates --&gt;
{{tlx|Radiation astronomy resources}}{{Principles of radiation astronomy}}{{Sisterlinks|Galaxy cluster astronomy}}

&lt;!-- categories --&gt;
[[Category:Astrophysics quizzes]]
[[Category:Meteorology quizzes]]
[[Category:Meteors quizzes]]
[[Category:Radiation astronomy quizzes]]</text>
      <sha1>7183imk214r22hc11mmonrwaelo4uge</sha1>
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  </page>
  <page>
    <title>Sylheti language/Animals</title>
    <ns>0</ns>
    <id>251606</id>
    <revision>
      <id>2408613</id>
      <parentid>2348023</parentid>
      <timestamp>2022-07-22T02:32:23Z</timestamp>
      <contributor>
        <username>Dave Braunschweig</username>
        <id>426084</id>
      </contributor>
      <minor />
      <comment>Dave Braunschweig moved page [[Sylheti Dialect/Animals]] to [[Sylheti language/Animals]]: Rename</comment>
      <model>wikitext</model>
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      <text bytes="637" xml:space="preserve">Animal: foshu

Tiger : baag

Elephant: atti

Dog: kutta (male)/ kutti (female)

Cat: bilai/mekhur (male) / billi/mekhuri (female)

Squirrel: katbiralli(dakhaya), khota(sylheti)

Ant: fifra

Snail: hamook

Mouse/rat/guinea pig/hamster: Undur

Bird: faki/forinda

Duck: aash

Goat: sagol/sag (male) / sagi/sagli (female)

Castrated goat: khoshi

Sheep: bera (male) / beri (female)

Cow: goru

Frog: beng

Bear: balluk

Monkey: bandor

Lion: shingho

Crab: khakhra

Wolf: hial

Turtle: khasim

Chicken: murug (male) / murgi (female)

==Fish==
Fish: maas

Hilsa: ilish maas

Rohu: rou maas

Climbing perch: khoi maas

Wallago attu: gual maas</text>
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    <title>Sylheti language/Geography and nationalities</title>
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      <text bytes="58" xml:space="preserve">#REDIRECT [[Sylheti language/Geography and nationalities]]</text>
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    <revision>
      <id>2408599</id>
      <parentid>2408548</parentid>
      <timestamp>2022-07-22T02:27:34Z</timestamp>
      <contributor>
        <username>Dave Braunschweig</username>
        <id>426084</id>
      </contributor>
      <minor />
      <comment>Reverted edits by [[Special:Contributions/Aideppp|Aideppp]] ([[User_talk:Aideppp|talk]]) to last version by [[User:UserNumber|UserNumber]] using [[Wikiversity:Rollback|rollback]]</comment>
      <model>wikitext</model>
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      <text bytes="1351" xml:space="preserve">
{| class=&quot;wikitable sortable&quot;
|-
! English !! Bengali script !! Transliteration
|-
| America || আমুরিকা || Amurika
|-
| Arabia || আরব || Arob
|-
| Assam || আসাম || Asham
|-
| Barak || বরাক || Borakh
|-
| Bengal || বাংলা || Bangla
|-
| Britain || বিলাত || Bilat
|-
| China  || চীন || Seen
|- 
| Chittagong || চিটাগাং || Siṭagang
|-
| Egypt || মিশর || Mishor
|-
| Habiganj || হবিগইঞ্জ || Hobigoinj
|-
| India || ভারত || Barot
|-
| Israel || ইছরাইল || Israil
|-
| Ivory Coast || গজদাঁতর তীর || Gozdaator Teer
|-
| Jaintia || জৈন্তা || Zointa
|-
| Jamaica || জাবেখা || Zabekha
|-
| Maldives || মালদ্বীফ || Maldif
|-
| Moulvibazar || মলইবাজার || Moloibazar
|-
| Pakistan || ফাকিস্তান || Fakistan
|-
| Persia || ফারইস্য || Faroishsho
|-
| Philippines || ফিলিপাইন || Filipain
|-
| Punjab || ফঞ্জাব || Fonjab
|-
| Rakhine || আরাকান || Arakhan
|-
| Singapore || সিঙ্গাপুর || Shingafur
|-
| Sunamganj || সুনামগইঞ্জ || Shunamgoinj
|-
| Sylhet || ছিলট || Silot
|-
| Turkey || তুরস্ক || Turoshko
|-
|}
{{subpage navbar}}

{{CourseCat}}</text>
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{| class=&quot;wikitable sortable&quot;
|-
! English !! Bengali script !! Transliteration
|-
| America || আমুরিকা || Amurika
|-
| Arabia || আরব || Arob
|-
| Assam || আসাম || Asham
|-
| Barak || বরাক || Borakh
|-
| Bengal || বাংলা || Bangla
|-
| Britain || বিলাত || Bilat
|-
| China  || চীন || Seen
|- 
| Chittagong || চিটাগাং || Siṭagang
|-
| Egypt || মিশর || Mishor
|-
| Habiganj || হবিগইঞ্জ || Hobigoinj
|-
| India || ভারত || Barot
|-
| Israel || ইছরাইল || Israil
|-
| Ivory Coast || গজদাঁতর তীর || Gozdaator Teer
|-
| Jaintia || জৈন্তা || Zointa
|-
| Jamaica || জাবেখা || Zabekha
|-
| Maldives || মালদ্বীফ || Maldif
|-
| Moulvibazar || মলইবাজার || Moloibazar
|-
| Pakistan || ফাকিস্তান || Fakistan
|-
| Persia || ফারইস্য || Faroishsho
|-
| Philippines || ফিলিপাইন || Filipain
|-
| Punjab || ফঞ্জাব || Fonjab
|-
| Rakhine || আরাকান || Arakhan
|-
| Singapore || সিঙ্গাপুর || Shingafur
|-
| Sunamganj || সুনামগইঞ্জ || Shunamgoinj
|-
| Sylhet || ছিলট || Silot
|-
| Turkey || তুরস্ক || Turoshko
|-
|}
{{subpage navbar}}

{{CourseCat}}</text>
      <sha1>cf9fx8187w0xy9fykb2j8ntqdqe5ap7</sha1>
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  </page>
  <page>
    <title>Sylheti language/Adjectives</title>
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    <revision>
      <id>2408593</id>
      <parentid>2408535</parentid>
      <timestamp>2022-07-22T02:27:24Z</timestamp>
      <contributor>
        <username>Dave Braunschweig</username>
        <id>426084</id>
      </contributor>
      <minor />
      <comment>Reverted edits by [[Special:Contributions/Aideppp|Aideppp]] ([[User_talk:Aideppp|talk]]) to last version by [[User:UserNumber|UserNumber]] using [[Wikiversity:Rollback|rollback]]</comment>
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      <text bytes="1758" xml:space="preserve">Adjectives in Bengali, similar to their English counterparts, do not inflect for gender or case. Additionally, they do not inflect for number either! This means that once you know an adjective, you can apply it to any noun(s) without any consideration.

To take an example, consider the adjective '''tall''&lt;nowiki/&gt;'; the Sylheti word for it is &quot;''lampa&quot;''''.'' Observe how the adjective (in bold letters) remains the same in the example below'':
{| class=&quot;wikitable&quot;
!English
!Sylheti Bengali
|-
|the tall boy
|'''lampa''' fua-gu
|-
|the tall girl
|'''lampa''' furi-gu
|-
|the tall boys
|'''lampa''' fua-in/fua-int okhol
|-
|the tall girls
|'''lampa''' furi-n/furi-nt okhol
|}

Notice how only the definite markers (indicating singular/plural noun) change in the example above.

== Demonstrative Adjectives ==
We have already seen how demonstrative pronouns (see chapter on [[Sylheti Language/Pronouns|pronouns]] for details) function in Sylheti. Demonstrative adjectives follow exactly the same pattern with only one difference: the definite article is attached to the noun instead of the adjective. Let's look at some examples:
{| class=&quot;wikitable&quot;
!English
!Sylheti Bengali
|-
|This is mine
|'''igu''' amar
|-
|This book is mine
|'''i''' kitab-gu amar
|-
|That is mine
|'''ogu''' amar
|-
|That book is mine.
|'''ou''' kitab-gu amar
|}
So while the pronouns '&lt;nowiki/&gt;''this''&lt;nowiki/&gt;' and '''that''&lt;nowiki/&gt;' translated to igu and ogu, the demonstrative adjectives translate to i and ou, with the definite singular/plural markers attached to the noun following these adjectives. So &quot;''this book''&quot; is ou kitab-gu, &quot;''these books''&quot; is ou kitab-okhol; &quot;''this boy''&quot; is ou fua, and &quot;''these boys''&quot; is ou fuain/fuaint okhol.

[[Category:Sylheti Dialect]]</text>
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      <id>2408611</id>
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      <contributor>
        <username>Dave Braunschweig</username>
        <id>426084</id>
      </contributor>
      <minor />
      <comment>Dave Braunschweig moved page [[Sylheti Dialect/Adjectives]] to [[Sylheti language/Adjectives]]: Rename</comment>
      <model>wikitext</model>
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      <text bytes="1758" xml:space="preserve">Adjectives in Bengali, similar to their English counterparts, do not inflect for gender or case. Additionally, they do not inflect for number either! This means that once you know an adjective, you can apply it to any noun(s) without any consideration.

To take an example, consider the adjective '''tall''&lt;nowiki/&gt;'; the Sylheti word for it is &quot;''lampa&quot;''''.'' Observe how the adjective (in bold letters) remains the same in the example below'':
{| class=&quot;wikitable&quot;
!English
!Sylheti Bengali
|-
|the tall boy
|'''lampa''' fua-gu
|-
|the tall girl
|'''lampa''' furi-gu
|-
|the tall boys
|'''lampa''' fua-in/fua-int okhol
|-
|the tall girls
|'''lampa''' furi-n/furi-nt okhol
|}

Notice how only the definite markers (indicating singular/plural noun) change in the example above.

== Demonstrative Adjectives ==
We have already seen how demonstrative pronouns (see chapter on [[Sylheti Language/Pronouns|pronouns]] for details) function in Sylheti. Demonstrative adjectives follow exactly the same pattern with only one difference: the definite article is attached to the noun instead of the adjective. Let's look at some examples:
{| class=&quot;wikitable&quot;
!English
!Sylheti Bengali
|-
|This is mine
|'''igu''' amar
|-
|This book is mine
|'''i''' kitab-gu amar
|-
|That is mine
|'''ogu''' amar
|-
|That book is mine.
|'''ou''' kitab-gu amar
|}
So while the pronouns '&lt;nowiki/&gt;''this''&lt;nowiki/&gt;' and '''that''&lt;nowiki/&gt;' translated to igu and ogu, the demonstrative adjectives translate to i and ou, with the definite singular/plural markers attached to the noun following these adjectives. So &quot;''this book''&quot; is ou kitab-gu, &quot;''these books''&quot; is ou kitab-okhol; &quot;''this boy''&quot; is ou fua, and &quot;''these boys''&quot; is ou fuain/fuaint okhol.

[[Category:Sylheti Dialect]]</text>
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  <page>
    <title>Sylheti language/Pronouns</title>
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      <id>2408592</id>
      <parentid>2408533</parentid>
      <timestamp>2022-07-22T02:27:23Z</timestamp>
      <contributor>
        <username>Dave Braunschweig</username>
        <id>426084</id>
      </contributor>
      <minor />
      <comment>Reverted edits by [[Special:Contributions/Aideppp|Aideppp]] ([[User_talk:Aideppp|talk]]) to last version by [[User:UserNumber|UserNumber]] using [[Wikiversity:Rollback|rollback]]</comment>
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      <text bytes="3597" xml:space="preserve">== Personal Pronouns ==
Sylheti personal pronouns share some similarities with pronouns in other [[wikipedia:Indo-Aryan_languages|Indo-Aryan]] languages and even English, but also some marked differences compared to these languages.

* Pronouns do not differentiate for gender - the same pronoun can be used for a male or a female person.
* The second-person pronouns have three forms - the ''very familiar'' ('''VF''')'','' the ''familiar'' ('''F''')'','' and the ''polite'' ('''P''') forms. Which set of pronouns is to be used in a given situation depends on the familiarity/intimacy of the person to the speaker (similar to the ''tú/usted'' distinction in Spanish).
* Similarly, the third-person pronouns also have three forms - the ''familiar'' ('''F'''), the ''polite'' ('''P'''), and the ''inanimate'' ('''I''') - where the ''inanimate'' pronouns are used to refer to inanimate objects. The '''VF''' form doesn't apply to third-person pronouns.

Let's start by looking at all these personal pronouns for the nominative case.

=== Nominative case ===
The nominative case is used to refer to the subjects in the sentence, such as &quot;'''I''' am talking&quot;, or &quot;'''You''' look great!&quot;.
{| class=&quot;wikitable&quot;
!Subject
!Proximity
!Honor
!Singular
!Plural
|-
! colspan=&quot;3&quot; |1
|''ami'' (I)
|''amra'' (we)
|-
! colspan=&quot;2&quot; rowspan=&quot;3&quot; |2
!VF
|''tui'' (you)
|
|-
!F
|''tumi'' (you)
|''tumitain/tumra'' (you)
|-
!P
|''afne'' (you)
|''afnain/afnara'' (you)
|-
! rowspan=&quot;9&quot; |3
! rowspan=&quot;3&quot; |H
!F
|''he/tai'' (he/she)
|''hera/era'' (they)
|-
!P
|''tain/ein'' (he/she)
|''tara'' (they)
|-
!I
|''igu/ogu'' (it)
|''igun(t)/ogun(t)'' (these)
|-
|}

=== Objective case ===
The objective case is used to refer to the direct or indirect objects in speech, (i.e., upon which (or whom) the verb acts), such as &quot;I am talking to '''him'''&quot;, or &quot;He took '''it'''&quot;.

Note that the '''I''' (inanimate) pronouns remain the same in objective case as they are in the nominative case. Typically this isn't a problem since the context can easily determine if a pronoun is acting as a subject or an object. For all the other pronouns, simply adding the -কে (&quot;''ke&quot;'') suffix for singular pronouns, and the -দেরকে (&quot;''derke''&quot;) suffix for the plural pronouns, along with slight modification the original nominative pronoun, yields the objective case pronoun.
{| class=&quot;wikitable&quot;
!Subject
!Proximity
!Honor
!Singular
!Plural
|-
! colspan=&quot;3&quot; |1
|''amare'' (me)
|''amrare'' (us)
|-
! colspan=&quot;2&quot; rowspan=&quot;3&quot; |2
!VF
|''tore'' (you)
|
|-
!F
|''tumare'' (you)
|''tumrare/tumitainre'' (you)
|-
!P
|''afnare'' (you)
|''afanarare/afnainre'' (you)
|-
! rowspan=&quot;9&quot; |3
! rowspan=&quot;3&quot; |H
!F
|''ogure/igure'' (him/her)
|''ogunre'' 
|-
|}

=== Possessive case ===
The possessive case is used to show possession, such as &quot;Where is '''''your''''' coat?&quot; or &quot;Let's go to '''''our''''' house&quot;. In addition, sentences such as &quot;'''''I have''''' a book&quot; or &quot;'''''I need''''' money&quot; (আমার টাকা দরকার) also use the possessive (more on this in later chapters).

Again, similar to the objective case pronouns, pronouns in the possessive case are formed by introducing small suffixes (র for singular, দের for plural) to the corresponding nominative pronoun, along with slight modifications.
{| class=&quot;wikitable&quot;
!Subject
!Proximity
!Honor
!Singular
!Plural
|-
! colspan=&quot;3&quot; |1
|''amar'' (my)
|''amrar'' (our)
|-
! colspan=&quot;2&quot; rowspan=&quot;3&quot; |2
!VF
|''tor'' (your)
|
|-
!F
|''tumar'' (your)
|''tumrar/tumitainor'' (your)
|-
!P
|''afnar'' (your)
|''afnainor/afnarar'' (your)
|-
|}

[[Category:Sylheti Dialect]]</text>
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      <id>2408641</id>
      <parentid>2408592</parentid>
      <timestamp>2022-07-22T02:32:26Z</timestamp>
      <contributor>
        <username>Dave Braunschweig</username>
        <id>426084</id>
      </contributor>
      <minor />
      <comment>Dave Braunschweig moved page [[Sylheti Dialect/Pronouns]] to [[Sylheti language/Pronouns]]: Rename</comment>
      <model>wikitext</model>
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      <text bytes="3597" xml:space="preserve">== Personal Pronouns ==
Sylheti personal pronouns share some similarities with pronouns in other [[wikipedia:Indo-Aryan_languages|Indo-Aryan]] languages and even English, but also some marked differences compared to these languages.

* Pronouns do not differentiate for gender - the same pronoun can be used for a male or a female person.
* The second-person pronouns have three forms - the ''very familiar'' ('''VF''')'','' the ''familiar'' ('''F''')'','' and the ''polite'' ('''P''') forms. Which set of pronouns is to be used in a given situation depends on the familiarity/intimacy of the person to the speaker (similar to the ''tú/usted'' distinction in Spanish).
* Similarly, the third-person pronouns also have three forms - the ''familiar'' ('''F'''), the ''polite'' ('''P'''), and the ''inanimate'' ('''I''') - where the ''inanimate'' pronouns are used to refer to inanimate objects. The '''VF''' form doesn't apply to third-person pronouns.

Let's start by looking at all these personal pronouns for the nominative case.

=== Nominative case ===
The nominative case is used to refer to the subjects in the sentence, such as &quot;'''I''' am talking&quot;, or &quot;'''You''' look great!&quot;.
{| class=&quot;wikitable&quot;
!Subject
!Proximity
!Honor
!Singular
!Plural
|-
! colspan=&quot;3&quot; |1
|''ami'' (I)
|''amra'' (we)
|-
! colspan=&quot;2&quot; rowspan=&quot;3&quot; |2
!VF
|''tui'' (you)
|
|-
!F
|''tumi'' (you)
|''tumitain/tumra'' (you)
|-
!P
|''afne'' (you)
|''afnain/afnara'' (you)
|-
! rowspan=&quot;9&quot; |3
! rowspan=&quot;3&quot; |H
!F
|''he/tai'' (he/she)
|''hera/era'' (they)
|-
!P
|''tain/ein'' (he/she)
|''tara'' (they)
|-
!I
|''igu/ogu'' (it)
|''igun(t)/ogun(t)'' (these)
|-
|}

=== Objective case ===
The objective case is used to refer to the direct or indirect objects in speech, (i.e., upon which (or whom) the verb acts), such as &quot;I am talking to '''him'''&quot;, or &quot;He took '''it'''&quot;.

Note that the '''I''' (inanimate) pronouns remain the same in objective case as they are in the nominative case. Typically this isn't a problem since the context can easily determine if a pronoun is acting as a subject or an object. For all the other pronouns, simply adding the -কে (&quot;''ke&quot;'') suffix for singular pronouns, and the -দেরকে (&quot;''derke''&quot;) suffix for the plural pronouns, along with slight modification the original nominative pronoun, yields the objective case pronoun.
{| class=&quot;wikitable&quot;
!Subject
!Proximity
!Honor
!Singular
!Plural
|-
! colspan=&quot;3&quot; |1
|''amare'' (me)
|''amrare'' (us)
|-
! colspan=&quot;2&quot; rowspan=&quot;3&quot; |2
!VF
|''tore'' (you)
|
|-
!F
|''tumare'' (you)
|''tumrare/tumitainre'' (you)
|-
!P
|''afnare'' (you)
|''afanarare/afnainre'' (you)
|-
! rowspan=&quot;9&quot; |3
! rowspan=&quot;3&quot; |H
!F
|''ogure/igure'' (him/her)
|''ogunre'' 
|-
|}

=== Possessive case ===
The possessive case is used to show possession, such as &quot;Where is '''''your''''' coat?&quot; or &quot;Let's go to '''''our''''' house&quot;. In addition, sentences such as &quot;'''''I have''''' a book&quot; or &quot;'''''I need''''' money&quot; (আমার টাকা দরকার) also use the possessive (more on this in later chapters).

Again, similar to the objective case pronouns, pronouns in the possessive case are formed by introducing small suffixes (র for singular, দের for plural) to the corresponding nominative pronoun, along with slight modifications.
{| class=&quot;wikitable&quot;
!Subject
!Proximity
!Honor
!Singular
!Plural
|-
! colspan=&quot;3&quot; |1
|''amar'' (my)
|''amrar'' (our)
|-
! colspan=&quot;2&quot; rowspan=&quot;3&quot; |2
!VF
|''tor'' (your)
|
|-
!F
|''tumar'' (your)
|''tumrar/tumitainor'' (your)
|-
!P
|''afnar'' (your)
|''afnainor/afnarar'' (your)
|-
|}

[[Category:Sylheti Dialect]]</text>
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      <comment>Reverted edits by [[Special:Contributions/Aideppp|Aideppp]] ([[User_talk:Aideppp|talk]]) to last version by [[User:UserNumber|UserNumber]] using [[Wikiversity:Rollback|rollback]]</comment>
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      <text bytes="147" xml:space="preserve">* What is your name? -&gt; Afnar naam kita? 
* Are you good? -&gt; Afne bala asoin ni?
* What time is it? -&gt; Khoyta bazche?

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      <text bytes="147" xml:space="preserve">* What is your name? -&gt; Afnar naam kita? 
* Are you good? -&gt; Afne bala asoin ni?
* What time is it? -&gt; Khoyta bazche?

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      <text bytes="8150" xml:space="preserve">====Past present future====
'''before''' 
: age [ah-geh]&lt;br&gt;

'''now''' 
: ongkhu [on-kooh]&lt;br&gt;
: one [oh-neh]&lt;br&gt;
: okhon
: obe

'''later''' 
: bade [bah-deh]&lt;br&gt;

'''day''' 
: din [deen]&lt;br&gt;
: ruz

'''yesterday''' 
: gese khail [geh-seh khah-ee-l]&lt;br&gt;
: goto khail

'''today''' 
: aizku [ah-eez-kooh]&lt;br&gt;
: aiz [ah-eez]&lt;br&gt;
: aske
: azke
: asku

'''tomorrow''' 
: khailku [khah-ee-l-kooh]&lt;br&gt;
: khail [khah-ee-l]&lt;br&gt;
: khalku

'''day before yesterday''' 
: gese phorxu [geh-seh foh-rooh]&lt;br&gt;
: goto foru

'''day after tomorrow''' 
: phorxudin [foh-rooh-deen]&lt;br&gt;
: foru

'''fortnight'''
: soddo rait [soh-d-doh rah-eet]&lt;br&gt;
: souddo rait

'''nowadays'''
: aizkhailku [ah-eez-khah-ee-l-kooh]&lt;br&gt;
: aizkhail [ah-eez-khah-ee-l]&lt;br&gt;

'''time''' 
: bela [beh-lah]&lt;br&gt;buil [booh-ee-l]&lt;br&gt;okht [oh-kh-t]&lt;br&gt;bar [bah-r]&lt;br&gt;bala

'''seven-times (lots of time)'''
: hat-bar [hah-t-bah-r]&lt;br&gt;

'''every time'''
: hara buil [hah-rah booh-ee-l]&lt;br&gt;

'''last time'''
: agor bela [ah-goh-r beh-lah]&lt;br&gt;

'''this time'''
: ebuil [eh-booh-ee-l]&lt;br&gt;

'''daytime'''
: dinor bela [dee-noh-r beh-lah]&lt;br&gt;

'''nighttime''' 
: raitkur bela [rah-ee-t-kooh-r beh-lah]&lt;br&gt;

'''last week''' 
: agor haphtah [ah-goh-r hah-f-tah]&lt;br&gt;

'''this week''' 
: ow haphtah [oh-oo hah-f-tah]&lt;br&gt;

'''next week''' 
: bador haphtah [bah-doh-r hah-f-tah]&lt;br&gt;

====Morning to night====
'''dawn (the beginning of day)'''
: fota  &lt;br&gt;

'''morning''' 
: bian(i)&lt;br&gt; 
: biyaal&lt;br&gt;

'''noon''' 
: duiphor&lt;br&gt;

'''afternoon''' 
: madhan&lt;br&gt;

'''evening (the beginning of night)'''
: hainja&lt;br&gt;

'''dusk''' 
: beil&lt;br&gt;

'''night''' 
: rait&lt;br&gt; 

'''midnight''' 
: maz-rait&lt;br&gt;

'''late night''' 
: hesh-rait [heh-sh rah-eet]
* &quot;Hesh&quot; is a Syloti pronunciation of the Bengali &quot;Shesh&quot;&lt;br&gt;

'''end of the night''' 
: shesh-rait&lt;br&gt;
* There's no difference in &quot;Xesh&quot;-rait [Heh-sh rah-eet] and &quot;Shesh&quot;-rait [Sheh-sh rah-eet] but only in accent. Literally, they are both the same, but note that &quot;xesh&quot; [heh-sh] is applied to 'late' and &quot;shesh&quot; [sheh-sh] is referred to 'end' quite often in Syloti.&lt;br&gt;

====Weeks====
=====Weekdays:=====
'''Monday''' derives from Mona/Máni (Norse Moon god)
: Shombar derives from Shom (Moon)&lt;br&gt;
'''Tuesday''' derives from Tiw/Týr (Norse god of single combat)
: Mongolbar derives from Mongol (Planet Mars)&lt;br&gt;
'''Wednesday''' derives from Woden/Odin (Norse elder god of power and wisdom)
: Budhbar derives from Budh (Planet Mercury)&lt;br&gt;
'''Thursday''' derives from Thurnor/Thor (Norse god of thunder and protector of mankind)
: Bishudbar derives from Biroshfoti (Planet Jupiter)&lt;br&gt;
'''Friday''' derives from Fridge/Freya (Norse goddess of beauty, love and gold)
: Shukkurbar derives from Shukro (Planet Venus)&lt;br&gt;
: Jummabar derives from Jum'ah (Friday prayers - Islamic congregation)

=====Weekends:=====
'''Saturday''' derives from Saturn (Roman god of agriculture, justice and strength)
: Shonibar derives from Shoni (Planet Saturn)&lt;br&gt;
'''Sunday''' derives from Sunna/Sól (Norse Sun god)
: Roibbar or Roibar derives from Robi (Sun)&lt;br&gt;

====Months====
{| class=&quot;wikitable&quot;
!Gregorian Calendar
!Transliteration pronunciation&lt;br&gt;
!Arabian Calendar
!Transliteration pronunciation&lt;br&gt;
!Bengali Calendar
!Transliteration pronunciation&lt;br&gt;
|-
!'''January''' || Jenwari&lt;br&gt; || '''محرّم''' || Mohorrom&lt;br&gt; || '''বৈশাখ''' || Buhag &lt;br&gt;
|-
!'''February''' || Februari&lt;br&gt; ||'''صفر''' || Sofor &lt;br&gt;|| '''জেট''' || Zoiht/Zet &lt;br&gt;
|-
!'''March''' || March &lt;br&gt;|| ''' ربيع الاوّل''' || Robiul-Aowal &lt;br&gt;|| '''আড়''' || Ahŗ/Aar &lt;br&gt;
|-
!'''April''' || Ephril &lt;br&gt;|| ''' ربيع الثانى''' || Robius-Sani &lt;br&gt;|| '''শ্রাবণ''' || Haon/Shaon&lt;br&gt;
|-
!'''May''' || Me'e &lt;br&gt;|| ''' جمادى الاوّل''' || Jomadul-Aowal &lt;br&gt;|| '''ভাদো''' || Bhado &lt;br&gt;
|-
!'''June''' || Jun &lt;br&gt;|| ''' جمادى الثاني''' || Jomadus-Sani &lt;br&gt;|| '''আশ্বিন''' || Ashin &lt;br&gt;
|-
!'''July''' || Julai &lt;br&gt;|| '''رجب''' || Rojob &lt;br&gt;|| '''খাত্তি''' || Khatti &lt;br&gt;
|-
!'''August''' || Ogosht &lt;br&gt;|| '''شعبان''' || Shaban &lt;br&gt;|| '''অগ্রহায়ণ''' || Aghon &lt;br&gt;
|-
!'''September''' || Sephtembor &lt;br&gt;|| '''رمضان''' || Romzan &lt;br&gt;|| '''ফুষ''' || Fush &lt;br&gt;
|-
!'''October''' || Okhtubor &lt;br&gt;|| '''شوّال''' || Showal &lt;br&gt;|| '''মাঘ''' || Magh &lt;br&gt;
|-
!'''November''' || Nobembor &lt;br&gt;|| ''' ذى قعده''' || Zil Kod &lt;br&gt;|| '''ফাল্গুন''' || Fagun &lt;br&gt;
|-
!'''December''' || Disembor &lt;br&gt;|| ''' ذى الحجه''' || Zil Hoj &lt;br&gt;|| '''ছৈত''' || Soit &lt;br&gt;
|-
|}
* Note that these Calendar months do not fall in as January being Mohorrom or Boishakh. All calendars consists of different number of days per month; some are lunar calendars while some are solar calendars.

====Seasons====
'''Season(s)'''
: Ritu (ঋতু)&lt;br&gt;

'''[''name of the season''] time''' 
: [____] Khal (কাল)&lt;br&gt;

'''Summer'''
: Grishsho (গ্রীষ্ম)&lt;br&gt;

'''Rainy (Monsoon)'''
: Bôrsha (বর্ষা)&lt;br&gt;

'''Autumn''' 
: Shôrot (শরৎ)&lt;br&gt;

'''Dry'''
: Hemonto (হেমন্ত)&lt;br&gt;

'''Winter''' 
: Sheet (শীত)&lt;br&gt;

'''Spring''' 
: Bôshonto (বসন্ত)&lt;br&gt;

====Time====
'''What time is it?''' 
: Khoe ṭa bazro? &lt;br&gt;Khoe ṭa bazer?&lt;br&gt;

'''dawn.''' 
: fota bala.&lt;br&gt;

'''one AM.''' 
: rait kur ekh ṭa.&lt;br&gt;

'''two AM.''' 
: rait kur dui ṭa.&lt;br&gt;

'''noon.''' 
: duiphori bala.&lt;br&gt;

'''one PM.''' 
: duiphori balar ekh ṭa.&lt;br&gt;

'''two PM.''' 
: duiphori balar dui ṭa.&lt;br&gt;

'''midnight.''' 
: maz rait.&lt;br&gt;
&lt;br&gt;

'''9:45 Quarter to ten''' 
: Phone Dosh ṭa &lt;br&gt;

'''10:00 Ten O'Clock''' 
: Dosh ṭa &lt;br&gt;

'''10:15 Quarter past ten''' 
: Shuwa Dosh ṭa &lt;br&gt;

'''10:30 Half past ten''' 
: Share Dosh ṭa &lt;br&gt;

'''1:30 Half past one'''
: Ḍeṭṭa  (avoid saying '''share ekh ṭa''') &lt;br&gt;

'''2:30 Half past two'''
: Aṛaiṭa (avoid saying '''share dui ṭa''')

====Duration====
'''minute(s)''' 
: miniṭ (both singular and plural)&lt;br&gt;
'''per minute'''
: photi miniṭ &lt;br&gt; phoittekh/phortekh miniṭ &lt;br&gt;
'''hour(s)''' 
: gonṭa (both singular and plural)&lt;br&gt;
'''hourly'''
: photi gonṭa &lt;br&gt; phoittekh/phortekh gonṭa &lt;br&gt;
'''day(s)''' 
: din (both singular and plural)&lt;br&gt;
'''daily''' 
: ruz&lt;br&gt;
'''week(s)''' 
: hafta (both singular and plural)&lt;br&gt;
'''weekly''' 
: foti hafta&lt;br&gt; foittekh/fottekh hafta&lt;br&gt;
'''month(s)''' 
: maash (both singular and plural)&lt;br&gt;
'''monthly''' 
: foti maash &lt;br&gt; foittekh/fortekh maash&lt;br&gt;
'''year(s)''' 
: bosor/shal (both singular and plural)&lt;br&gt;
'''yearly''' 
: foti bosor/shal &lt;br&gt; foittekh/fortekh bosor/shal&lt;br&gt;

====Writing time and date====
Time is written in both 12 hour clock and 24hr clock, the same as English or Bengali e.g 6:25pm or 18:25 i.e 6:25am or 06:25 hours. 
Although Sylheti uses both methods, only the 12-hour clock is verbally used, to say the clock time, AM or PM, the cycle of day to night and night to day is said before the hour. For example: 

'''7:40 AM is said: (''at morning'' seven - forty)''' 
: '''bian kur''' ''(s)hat ta - sallish'' &lt;br&gt;

'''4:45 AM is said: (''at dawn'' quarter to five)'''
: '''rait fuwae''' ''phone phash ta'' &lt;br&gt;

'''3:10 AM is said: (''at late night'' three - ten)''' 
: '''hesh rait kur''' ''tin ta - dosh'' &lt;br&gt;

'''12:00 AM is said: (''at midnight'' twelve)''' 
: '''maz rait kur''' ''baro ta'' &lt;br&gt;

'''10:20 PM is said: (''at night'' ten - twenty)''' 
: '''rait kur''' ''dosh ta - bish'' &lt;br&gt;

'''7:05 PM is said: (''at dusk'' seven - five)''' 
: '''beil kur''' ''(s)hat ta - phas'' &lt;br&gt;

'''3:20 PM is said: (''at day'' three - twenty)''' 
: '''dinor''' ''tin ta - bish'' &lt;br&gt;

'''From noon to midday, PM is said as: (''at day'' _____ - _____)''' 
: '''dinor''' _____ - _____ &lt;br&gt;

Date is written by day first, then the month and last is the year. For example: Day / Month / Year is in writing as 23 [MONTH] 2012, but when speaking one can take the liberty to phrase a certain date as how they like: e.g. 

'''12 Robiul Aowal''' 
: Robiul Aowalor 12 (baro) tarikh &lt;br&gt; 12 (baro) wi tarikh Robiul Aowal.&lt;br&gt;

'''25 December''' 
: Disemboror 25 (phochish) tarikh &lt;br&gt; 25 (phochish) shi tarikh Disembor.&lt;br&gt;</text>
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[[Crop_production_in_KwaZulu-Natal/Climate-smart_Agriculture|Climate-smart Agriculture in KZN]]

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[[Crop_production_in_KwaZulu-Natal/Climate-smart_Agriculture|Climate-smart Agriculture in KZN]]

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[[Crop_production_in_KwaZulu-Natal|Project: Crop_production_in_KwaZulu-Natal]]

[[Crop production in KwaZulu-Natal Annotated Bibliography]]

[[Information for smallholders in KwaZulu-Natal]]

[[Crop_production_in_KwaZulu-Natal/Climate-smart_Agriculture|Climate-smart Agriculture in KZN]]

[[Plant propagation]]&lt;br&gt;
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{{list subpages|Alandmanson|User}}

[[Crop_production_in_KwaZulu-Natal|Project: Crop_production_in_KwaZulu-Natal]]

[[Crop production in KwaZulu-Natal Annotated Bibliography]]

[[Information for smallholders in KwaZulu-Natal]]

[[Crop_production_in_KwaZulu-Natal/Climate-smart_Agriculture|Climate-smart Agriculture in KZN]]

[[Plant propagation]]&lt;br&gt;
&lt;br&gt;


[[Animal Phyla/Arthropoda]]&lt;br&gt;

[[:Category:Animals]]&lt;br&gt;

[[:Category:Zoology]]&lt;br&gt;

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  <page>
    <title>Talk:Confronting Tyranny</title>
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    <revision>
      <id>2408687</id>
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      <comment>/* Vasilij Blochin - Chief Executioner for NKVD. Committed suicide on February 3 1955! */ new section</comment>
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      <text bytes="3724" xml:space="preserve">== Course Feedback ==

Provide course feedback here. Thanks! --[[User:Lbeaumont|Lbeaumont]] ([[User talk:Lbeaumont|discuss]] • [[Special:Contributions/Lbeaumont|contribs]]) 11:53, 1 April 2021 (UTC)

: {{re|Lbeaumont}} History is written by the victors. Hussein opposed the petrodollar and he nationalized banks and oil. People who do that sort of thing don't seem to live very long lives. I have to wonder whether the people of Iraq actually considered him a &quot;tyrant&quot; as this resource does, or as a leader. I cannot answer that. Washington also fought against foreign aggression. He won and he is remembered as a hero. [[User:AP295|AP295]] ([[User talk:AP295|discuss]] • [[Special:Contributions/AP295|contribs]]) 21:42, 1 April 2021 (UTC)

: And I'm not saying that Hussein was any sort of hero, but there's something a bit &quot;off&quot; about this resource that I can't quite put my finger on. I don't mean to be so vague, I'll let you know if I think of something more constructive. [[User:AP295|AP295]] ([[User talk:AP295|discuss]] • [[Special:Contributions/AP295|contribs]]) 05:36, 2 April 2021 (UTC)

: {{re|Lbeaumont}} To fully understand these historical figures, I don't think it's wise to attribute their actions (good or bad) to a set of personality traits and leave it at that. Are you familiar with the phenomenon from probabilistic reasoning known as &quot;explaining away&quot;? [[User:AP295|AP295]] ([[User talk:AP295|discuss]] • [[Special:Contributions/AP295|contribs]]) 14:39, 2 April 2021 (UTC)
:: Thanks for these comments. Where does this resource &quot;attribute their actions (good or bad) to a set of personality traits and leave it at that&quot;? Thanks. --[[User:Lbeaumont|Lbeaumont]] ([[User talk:Lbeaumont|discuss]] • [[Special:Contributions/Lbeaumont|contribs]]) 18:26, 2 April 2021 (UTC)

::: This resource characterizes the &quot;tyrant&quot; as an archetype defined by a set of personality traits. Was Hussein just a big fat meanie? Maybe he was and that's all there is to it, but I do not know. A patriot cannot be all bad. [[User:AP295|AP295]] ([[User talk:AP295|discuss]] • [[Special:Contributions/AP295|contribs]]) 00:47, 3 April 2021 (UTC)

::: Dignity this, Martin-Luther-King that, black lives matter, George Floyd, etc. etc. We'll never hear the end of it. What about the half-million-plus Iraqis killed in the process of overthrowing Hussein and the Iraq War? It has all been said many times before, but they seem to have faded from public memory rather quickly. We have some odd priorities, and they're only getting odder. Please don't take this the wrong way, but I wish this resource focused less on superficial personality traits and more on substance. I agree with a lot of what you've written here, but my impression is that you're slightly off the mark. [[User:AP295|AP295]] ([[User talk:AP295|discuss]] • [[Special:Contributions/AP295|contribs]]) 02:25, 4 April 2021 (UTC)

::: And I understand the importance of energy security, national defense, etc. I am not necessarily anti-war, and I consider myself a patriot. However, I think we should ground our beliefs in reality rather than media-driven hysteria. Please consider editing this resource. [[User:AP295|AP295]] ([[User talk:AP295|discuss]] • [[Special:Contributions/AP295|contribs]]) 15:35, 4 April 2021 (UTC)

== Vasilij Blochin - Chief Executioner for NKVD. Committed suicide on February 3 1955! ==

Vasilij Blochin - Chief Executioner for NKVD. Committed suicide on February 3 1955! [[User:26O1.241.88O1.5a9O.a1e4.b288.9654.8fb4|26O1.241.88O1.5a9O.a1e4.b288.9654.8fb4]] ([[User talk:26O1.241.88O1.5a9O.a1e4.b288.9654.8fb4|discuss]] • [[Special:Contributions/26O1.241.88O1.5a9O.a1e4.b288.9654.8fb4|contribs]]) 09:53, 22 July 2022 (UTC)</text>
      <sha1>m6aptvcxa1fsp0zvdykcq9m796gjqpo</sha1>
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    <revision>
      <id>2408688</id>
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      <contributor>
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        <id>2860899</id>
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      <comment>Undo revision 2408687 by [[Special:Contributions/26O1.241.88O1.5a9O.a1e4.b288.9654.8fb4|26O1.241.88O1.5a9O.a1e4.b288.9654.8fb4]] ([[User talk:26O1.241.88O1.5a9O.a1e4.b288.9654.8fb4|talk]])</comment>
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      <text bytes="3294" xml:space="preserve">== Course Feedback ==

Provide course feedback here. Thanks! --[[User:Lbeaumont|Lbeaumont]] ([[User talk:Lbeaumont|discuss]] • [[Special:Contributions/Lbeaumont|contribs]]) 11:53, 1 April 2021 (UTC)

: {{re|Lbeaumont}} History is written by the victors. Hussein opposed the petrodollar and he nationalized banks and oil. People who do that sort of thing don't seem to live very long lives. I have to wonder whether the people of Iraq actually considered him a &quot;tyrant&quot; as this resource does, or as a leader. I cannot answer that. Washington also fought against foreign aggression. He won and he is remembered as a hero. [[User:AP295|AP295]] ([[User talk:AP295|discuss]] • [[Special:Contributions/AP295|contribs]]) 21:42, 1 April 2021 (UTC)

: And I'm not saying that Hussein was any sort of hero, but there's something a bit &quot;off&quot; about this resource that I can't quite put my finger on. I don't mean to be so vague, I'll let you know if I think of something more constructive. [[User:AP295|AP295]] ([[User talk:AP295|discuss]] • [[Special:Contributions/AP295|contribs]]) 05:36, 2 April 2021 (UTC)

: {{re|Lbeaumont}} To fully understand these historical figures, I don't think it's wise to attribute their actions (good or bad) to a set of personality traits and leave it at that. Are you familiar with the phenomenon from probabilistic reasoning known as &quot;explaining away&quot;? [[User:AP295|AP295]] ([[User talk:AP295|discuss]] • [[Special:Contributions/AP295|contribs]]) 14:39, 2 April 2021 (UTC)
:: Thanks for these comments. Where does this resource &quot;attribute their actions (good or bad) to a set of personality traits and leave it at that&quot;? Thanks. --[[User:Lbeaumont|Lbeaumont]] ([[User talk:Lbeaumont|discuss]] • [[Special:Contributions/Lbeaumont|contribs]]) 18:26, 2 April 2021 (UTC)

::: This resource characterizes the &quot;tyrant&quot; as an archetype defined by a set of personality traits. Was Hussein just a big fat meanie? Maybe he was and that's all there is to it, but I do not know. A patriot cannot be all bad. [[User:AP295|AP295]] ([[User talk:AP295|discuss]] • [[Special:Contributions/AP295|contribs]]) 00:47, 3 April 2021 (UTC)

::: Dignity this, Martin-Luther-King that, black lives matter, George Floyd, etc. etc. We'll never hear the end of it. What about the half-million-plus Iraqis killed in the process of overthrowing Hussein and the Iraq War? It has all been said many times before, but they seem to have faded from public memory rather quickly. We have some odd priorities, and they're only getting odder. Please don't take this the wrong way, but I wish this resource focused less on superficial personality traits and more on substance. I agree with a lot of what you've written here, but my impression is that you're slightly off the mark. [[User:AP295|AP295]] ([[User talk:AP295|discuss]] • [[Special:Contributions/AP295|contribs]]) 02:25, 4 April 2021 (UTC)

::: And I understand the importance of energy security, national defense, etc. I am not necessarily anti-war, and I consider myself a patriot. However, I think we should ground our beliefs in reality rather than media-driven hysteria. Please consider editing this resource. [[User:AP295|AP295]] ([[User talk:AP295|discuss]] • [[Special:Contributions/AP295|contribs]]) 15:35, 4 April 2021 (UTC)</text>
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      <comment>Vasilij Blochin NOT Fasily Blocthin DUH!!!</comment>
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      <text bytes="3724" xml:space="preserve">== Course Feedback ==

Provide course feedback here. Thanks! --[[User:Lbeaumont|Lbeaumont]] ([[User talk:Lbeaumont|discuss]] • [[Special:Contributions/Lbeaumont|contribs]]) 11:53, 1 April 2021 (UTC)

: {{re|Lbeaumont}} History is written by the victors. Hussein opposed the petrodollar and he nationalized banks and oil. People who do that sort of thing don't seem to live very long lives. I have to wonder whether the people of Iraq actually considered him a &quot;tyrant&quot; as this resource does, or as a leader. I cannot answer that. Washington also fought against foreign aggression. He won and he is remembered as a hero. [[User:AP295|AP295]] ([[User talk:AP295|discuss]] • [[Special:Contributions/AP295|contribs]]) 21:42, 1 April 2021 (UTC)

: And I'm not saying that Hussein was any sort of hero, but there's something a bit &quot;off&quot; about this resource that I can't quite put my finger on. I don't mean to be so vague, I'll let you know if I think of something more constructive. [[User:AP295|AP295]] ([[User talk:AP295|discuss]] • [[Special:Contributions/AP295|contribs]]) 05:36, 2 April 2021 (UTC)

: {{re|Lbeaumont}} To fully understand these historical figures, I don't think it's wise to attribute their actions (good or bad) to a set of personality traits and leave it at that. Are you familiar with the phenomenon from probabilistic reasoning known as &quot;explaining away&quot;? [[User:AP295|AP295]] ([[User talk:AP295|discuss]] • [[Special:Contributions/AP295|contribs]]) 14:39, 2 April 2021 (UTC)
:: Thanks for these comments. Where does this resource &quot;attribute their actions (good or bad) to a set of personality traits and leave it at that&quot;? Thanks. --[[User:Lbeaumont|Lbeaumont]] ([[User talk:Lbeaumont|discuss]] • [[Special:Contributions/Lbeaumont|contribs]]) 18:26, 2 April 2021 (UTC)

::: This resource characterizes the &quot;tyrant&quot; as an archetype defined by a set of personality traits. Was Hussein just a big fat meanie? Maybe he was and that's all there is to it, but I do not know. A patriot cannot be all bad. [[User:AP295|AP295]] ([[User talk:AP295|discuss]] • [[Special:Contributions/AP295|contribs]]) 00:47, 3 April 2021 (UTC)

::: Dignity this, Martin-Luther-King that, black lives matter, George Floyd, etc. etc. We'll never hear the end of it. What about the half-million-plus Iraqis killed in the process of overthrowing Hussein and the Iraq War? It has all been said many times before, but they seem to have faded from public memory rather quickly. We have some odd priorities, and they're only getting odder. Please don't take this the wrong way, but I wish this resource focused less on superficial personality traits and more on substance. I agree with a lot of what you've written here, but my impression is that you're slightly off the mark. [[User:AP295|AP295]] ([[User talk:AP295|discuss]] • [[Special:Contributions/AP295|contribs]]) 02:25, 4 April 2021 (UTC)

::: And I understand the importance of energy security, national defense, etc. I am not necessarily anti-war, and I consider myself a patriot. However, I think we should ground our beliefs in reality rather than media-driven hysteria. Please consider editing this resource. [[User:AP295|AP295]] ([[User talk:AP295|discuss]] • [[Special:Contributions/AP295|contribs]]) 15:35, 4 April 2021 (UTC)

== Vasilij Blochin - Chief Executioner for NKVD. Committed suicide on February 3 1955! ==

Vasilij Blochin - Chief Executioner for NKVD. Committed suicide on February 3 1955! [[User:26O1.241.88O1.5a9O.a1e4.b288.9654.8fb4|26O1.241.88O1.5a9O.a1e4.b288.9654.8fb4]] ([[User talk:26O1.241.88O1.5a9O.a1e4.b288.9654.8fb4|discuss]] • [[Special:Contributions/26O1.241.88O1.5a9O.a1e4.b288.9654.8fb4|contribs]]) 09:53, 22 July 2022 (UTC)</text>
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      <comment>Vasilij Blochin NOT Fasily Blotlhin DUH!!</comment>
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      <format>text/x-wiki</format>
      <text bytes="3724" xml:space="preserve">== Course feedback ==

Provide course feedback here. Thanks! --[[User:Lbeaumont|Lbeaumont]] ([[User talk:Lbeaumont|discuss]] • [[Special:Contributions/Lbeaumont|contribs]]) 11:53, 1 April 2021 (UTC)

: {{re|Lbeaumont}} History is written by the victors. Hussein opposed the petrodollar and he nationalized banks and oil. People who do that sort of thing don't seem to live very long lives. I have to wonder whether the people of Iraq actually considered him a &quot;tyrant&quot; as this resource does, or as a leader. I cannot answer that. Washington also fought against foreign aggression. He won and he is remembered as a hero. [[User:AP295|AP295]] ([[User talk:AP295|discuss]] • [[Special:Contributions/AP295|contribs]]) 21:42, 1 April 2021 (UTC)

: And I'm not saying that Hussein was any sort of hero, but there's something a bit &quot;off&quot; about this resource that I can't quite put my finger on. I don't mean to be so vague, I'll let you know if I think of something more constructive. [[User:AP295|AP295]] ([[User talk:AP295|discuss]] • [[Special:Contributions/AP295|contribs]]) 05:36, 2 April 2021 (UTC)

: {{re|Lbeaumont}} To fully understand these historical figures, I don't think it's wise to attribute their actions (good or bad) to a set of personality traits and leave it at that. Are you familiar with the phenomenon from probabilistic reasoning known as &quot;explaining away&quot;? [[User:AP295|AP295]] ([[User talk:AP295|discuss]] • [[Special:Contributions/AP295|contribs]]) 14:39, 2 April 2021 (UTC)
:: Thanks for these comments. Where does this resource &quot;attribute their actions (good or bad) to a set of personality traits and leave it at that&quot;? Thanks. --[[User:Lbeaumont|Lbeaumont]] ([[User talk:Lbeaumont|discuss]] • [[Special:Contributions/Lbeaumont|contribs]]) 18:26, 2 April 2021 (UTC)

::: This resource characterizes the &quot;tyrant&quot; as an archetype defined by a set of personality traits. Was Hussein just a big fat meanie? Maybe he was and that's all there is to it, but I do not know. A patriot cannot be all bad. [[User:AP295|AP295]] ([[User talk:AP295|discuss]] • [[Special:Contributions/AP295|contribs]]) 00:47, 3 April 2021 (UTC)

::: Dignity this, Martin-Luther-King that, black lives matter, George Floyd, etc. etc. We'll never hear the end of it. What about the half-million-plus Iraqis killed in the process of overthrowing Hussein and the Iraq War? It has all been said many times before, but they seem to have faded from public memory rather quickly. We have some odd priorities, and they're only getting odder. Please don't take this the wrong way, but I wish this resource focused less on superficial personality traits and more on substance. I agree with a lot of what you've written here, but my impression is that you're slightly off the mark. [[User:AP295|AP295]] ([[User talk:AP295|discuss]] • [[Special:Contributions/AP295|contribs]]) 02:25, 4 April 2021 (UTC)

::: And I understand the importance of energy security, national defense, etc. I am not necessarily anti-war, and I consider myself a patriot. However, I think we should ground our beliefs in reality rather than media-driven hysteria. Please consider editing this resource. [[User:AP295|AP295]] ([[User talk:AP295|discuss]] • [[Special:Contributions/AP295|contribs]]) 15:35, 4 April 2021 (UTC)

== Vasilij Blochin - Chief Executioner for NKVD. Committed suicide on February 3 1955! ==

Vasilij Blochin - Chief Executioner for NKVD. Committed suicide on February 3 1955! [[User:26O1.241.88O1.5a9O.a1e4.b288.9654.8fb4|26O1.241.88O1.5a9O.a1e4.b288.9654.8fb4]] ([[User talk:26O1.241.88O1.5a9O.a1e4.b288.9654.8fb4|discuss]] • [[Special:Contributions/26O1.241.88O1.5a9O.a1e4.b288.9654.8fb4|contribs]]) 09:53, 22 July 2022 (UTC)</text>
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      <comment>Vasilij Blochin NOT Vasily Blokhazadin DUH!</comment>
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      <text bytes="3729" xml:space="preserve">== Course feedback ==

Provide course feedback here. Thanks! --[[User:Lbeaumont|Lbeaumont]] ([[User talk:Lbeaumont|discuss]] • [[Special:Contributions/Lbeaumont|contribs]]) 11:53, 1 April 2021 (UTC)

: {{re|Lbeaumont}} History is written by the victors. Hussein opposed the petrodollar and he nationalized banks and oil. People who do that sort of thing don't seem to live very long lives. I have to wonder whether the people of Iraq actually considered him a &quot;tyrant&quot; as this resource does, or as a leader. I cannot answer that. Washington also fought against foreign aggression. He won and he is remembered as a hero. [[User:AP295|AP295]] ([[User talk:AP295|discuss]] • [[Special:Contributions/AP295|contribs]]) 21:42, 1 April 2021 (UTC)

: And I'm not saying that Hussein was any sort of hero, but there's something a bit &quot;off&quot; about this resource that I can't quite put my finger on. I don't mean to be so vague, I'll let you know if I think of something more constructive. [[User:AP295|AP295]] ([[User talk:AP295|discuss]] • [[Special:Contributions/AP295|contribs]]) 05:36, 2 April 2021 (UTC)

: {{re|Lbeaumont}} To fully understand these historical figures, I don't think it's wise to attribute their actions (good or bad) to a set of personality traits and leave it at that. Are you familiar with the phenomenon from probabilistic reasoning known as &quot;explaining away&quot;? [[User:AP295|AP295]] ([[User talk:AP295|discuss]] • [[Special:Contributions/AP295|contribs]]) 14:39, 2 April 2021 (UTC)
:: Thanks for these comments. Where does this resource &quot;attribute their actions (good or bad) to a set of personality traits and leave it at that&quot;? Thanks. --[[User:Lbeaumont|Lbeaumont]] ([[User talk:Lbeaumont|discuss]] • [[Special:Contributions/Lbeaumont|contribs]]) 18:26, 2 April 2021 (UTC)

::: This resource characterizes the &quot;tyrant&quot; as an archetype defined by a set of personality traits. Was Hussein just a big fat meanie? Maybe he was and that's all there is to it, but I do not know. A patriot cannot be all bad. [[User:AP295|AP295]] ([[User talk:AP295|discuss]] • [[Special:Contributions/AP295|contribs]]) 00:47, 3 April 2021 (UTC)

::: Dignity this, Martin-Luther-King-Kong that, black lives matter, George Floyd, etc. etc. We'll never hear the end of it. What about the half-million-plus Iraqis killed in the process of overthrowing Hussein and the Iraq War? It has all been said many times before, but they seem to have faded from public memory rather quickly. We have some odd priorities, and they're only getting odder. Please don't take this the wrong way, but I wish this resource focused less on superficial personality traits and more on substance. I agree with a lot of what you've written here, but my impression is that you're slightly off the mark. [[User:AP295|AP295]] ([[User talk:AP295|discuss]] • [[Special:Contributions/AP295|contribs]]) 02:25, 4 April 2021 (UTC)

::: And I understand the importance of energy security, national defense, etc. I am not necessarily anti-war, and I consider myself a patriot. However, I think we should ground our beliefs in reality rather than media-driven hysteria. Please consider editing this resource. [[User:AP295|AP295]] ([[User talk:AP295|discuss]] • [[Special:Contributions/AP295|contribs]]) 15:35, 4 April 2021 (UTC)

== Vasilij Blochin - Chief Executioner for NKVD. Committed suicide on February 3 1955! ==

Vasilij Blochin - Chief Executioner for NKVD. Committed suicide on February 3 1955! [[User:26O1.241.88O1.5a9O.a1e4.b288.9654.8fb4|26O1.241.88O1.5a9O.a1e4.b288.9654.8fb4]] ([[User talk:26O1.241.88O1.5a9O.a1e4.b288.9654.8fb4|discuss]] • [[Special:Contributions/26O1.241.88O1.5a9O.a1e4.b288.9654.8fb4|contribs]]) 09:53, 22 July 2022 (UTC)</text>
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      <comment>Vasilij Blochin NOT Vasily Blokhin DUH!!!</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="3730" xml:space="preserve">== Course feedback ==

Provide course feedback here. Thanks! --[[User:Lbeaumont|Lbeaumont]] ([[User talk:Lbeaumont|discuss]] • [[Special:Contributions/Lbeaumont|contribs]]) 11:53, 1 April 2021 (UTC)

: {{re|Lbeaumont}} History is written by the victors. Hussein opposed the petrodollar and he nationalized banks and oil. People who do that sort of thing don't seem to live very long lives. I have to wonder whether the people of Iraq actually considered him a &quot;tyrant&quot; as this resource does, or as a leader. I cannot answer that. Washington also fought against foreign aggression. He won and he is remembered as a hero. [[User:AP295|AP295]] ([[User talk:AP295|discuss]] • [[Special:Contributions/AP295|contribs]]) 21:42, 1 April 2021 (UTC)

: And I'm not saying that Hussein was any sort of hero, but there's something a bit &quot;off&quot; about this resource that I can't quite put my finger on. I don't mean to be so vague, I'll let you know if I think of something more constructive. [[User:AP295|AP295]] ([[User talk:AP295|discuss]] • [[Special:Contributions/AP295|contribs]]) 05:36, 2 April 2021 (UTC)

: {{re|Lbeaumont}} To fully understand these historical figures, I don't think it's wise to attribute their actions (good or bad) to a set of personality traits and leave it at that. Are you familiar with the phenomenon from probabilistic reasoning known as &quot;explaining away&quot;? [[User:AP295|AP295]] ([[User talk:AP295|discuss]] • [[Special:Contributions/AP295|contribs]]) 14:39, 2 April 2021 (UTC)
:: Thanks for these comments. Where does this resource &quot;attribute their actions (good or bad) to a set of personality traits and leave it at that&quot;? Thanks. --[[User:Lbeaumont|Lbeaumont]] ([[User talk:Lbeaumont|discuss]] • [[Special:Contributions/Lbeaumont|contribs]]) 18:26, 2 April 2021 (UTC)

::: This resource characterizes the &quot;tyrant&quot; as an archetype defined by a set of personality traits. Was Hussein just a big fat meanie? Maybe he was and that's all there is to it, but I do not know. A patriot cannot be all bad. [[User:AP295|AP295]] ([[User talk:AP295|discuss]] • [[Special:Contributions/AP295|contribs]]) 00:47, 3 April 2021 (UTC)

::: Dignity this, Martin-Luther-King-Kong that, black lives matter, George Floyd, etc. etc. We'll never hear the end of it. What about the half-million-plus Iraqis killed in the process of overthrowing Hussein and the Iraq War? It has all been said many times before, but they seem to have faded from public memory rather quickly. We have some odd priorities, and they're only getting odder. Please don't take this the wrong way, but I wish this resource focused less on superficial personality traits and more on substance. I agree with a lot of what you've written here, but my impression is that you're slightly off the mark. [[User:AP295|AP295]] ([[User talk:AP295|discuss]] • [[Special:Contributions/AP295|contribs]]) 02:25, 4 April 2021 (UTC)

::: And I understand the importance of energy security, national defense, etc. I am not necessarily anti-war, and I consider myself a patriot. However, I think we should ground our beliefs in reality rather than media-driven hysteria. Please consider editing this resource. [[User:AP295|AP295]] ([[User talk:AP295|discuss]] • [[Special:Contributions/AP295|contribs]]) 15:35, 4 April 2021 (UTC)

== Vasilij Blochin - Chief Executioner for NKVD. Committed suicide on February 3 955M2! ==

Vasilij Blochin - Chief Executioner for NKVD. Committed suicide on February 3 1955! [[User:26O1.241.88O1.5a9O.a1e4.b288.9654.8fb4|26O1.241.88O1.5a9O.a1e4.b288.9654.8fb4]] ([[User talk:26O1.241.88O1.5a9O.a1e4.b288.9654.8fb4|discuss]] • [[Special:Contributions/26O1.241.88O1.5a9O.a1e4.b288.9654.8fb4|contribs]]) 09:53, 22 July 2022 (UTC)</text>
      <sha1>f2x9j1yseo0whb3pc6pgqblsxgfk02k</sha1>
    </revision>
    <revision>
      <id>2408694</id>
      <parentid>2408692</parentid>
      <timestamp>2022-07-22T10:38:21Z</timestamp>
      <contributor>
        <username>Fehufanga</username>
        <id>2860899</id>
      </contributor>
      <comment>Reverted 4 edits by [[Special:Contributions/26O1.241.88O1.5a9O.a1e4.b288.9654.8fb4|26O1.241.88O1.5a9O.a1e4.b288.9654.8fb4]] ([[User talk:26O1.241.88O1.5a9O.a1e4.b288.9654.8fb4|talk]]) (TwinkleGlobal)</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="3294" xml:space="preserve">== Course Feedback ==

Provide course feedback here. Thanks! --[[User:Lbeaumont|Lbeaumont]] ([[User talk:Lbeaumont|discuss]] • [[Special:Contributions/Lbeaumont|contribs]]) 11:53, 1 April 2021 (UTC)

: {{re|Lbeaumont}} History is written by the victors. Hussein opposed the petrodollar and he nationalized banks and oil. People who do that sort of thing don't seem to live very long lives. I have to wonder whether the people of Iraq actually considered him a &quot;tyrant&quot; as this resource does, or as a leader. I cannot answer that. Washington also fought against foreign aggression. He won and he is remembered as a hero. [[User:AP295|AP295]] ([[User talk:AP295|discuss]] • [[Special:Contributions/AP295|contribs]]) 21:42, 1 April 2021 (UTC)

: And I'm not saying that Hussein was any sort of hero, but there's something a bit &quot;off&quot; about this resource that I can't quite put my finger on. I don't mean to be so vague, I'll let you know if I think of something more constructive. [[User:AP295|AP295]] ([[User talk:AP295|discuss]] • [[Special:Contributions/AP295|contribs]]) 05:36, 2 April 2021 (UTC)

: {{re|Lbeaumont}} To fully understand these historical figures, I don't think it's wise to attribute their actions (good or bad) to a set of personality traits and leave it at that. Are you familiar with the phenomenon from probabilistic reasoning known as &quot;explaining away&quot;? [[User:AP295|AP295]] ([[User talk:AP295|discuss]] • [[Special:Contributions/AP295|contribs]]) 14:39, 2 April 2021 (UTC)
:: Thanks for these comments. Where does this resource &quot;attribute their actions (good or bad) to a set of personality traits and leave it at that&quot;? Thanks. --[[User:Lbeaumont|Lbeaumont]] ([[User talk:Lbeaumont|discuss]] • [[Special:Contributions/Lbeaumont|contribs]]) 18:26, 2 April 2021 (UTC)

::: This resource characterizes the &quot;tyrant&quot; as an archetype defined by a set of personality traits. Was Hussein just a big fat meanie? Maybe he was and that's all there is to it, but I do not know. A patriot cannot be all bad. [[User:AP295|AP295]] ([[User talk:AP295|discuss]] • [[Special:Contributions/AP295|contribs]]) 00:47, 3 April 2021 (UTC)

::: Dignity this, Martin-Luther-King that, black lives matter, George Floyd, etc. etc. We'll never hear the end of it. What about the half-million-plus Iraqis killed in the process of overthrowing Hussein and the Iraq War? It has all been said many times before, but they seem to have faded from public memory rather quickly. We have some odd priorities, and they're only getting odder. Please don't take this the wrong way, but I wish this resource focused less on superficial personality traits and more on substance. I agree with a lot of what you've written here, but my impression is that you're slightly off the mark. [[User:AP295|AP295]] ([[User talk:AP295|discuss]] • [[Special:Contributions/AP295|contribs]]) 02:25, 4 April 2021 (UTC)

::: And I understand the importance of energy security, national defense, etc. I am not necessarily anti-war, and I consider myself a patriot. However, I think we should ground our beliefs in reality rather than media-driven hysteria. Please consider editing this resource. [[User:AP295|AP295]] ([[User talk:AP295|discuss]] • [[Special:Contributions/AP295|contribs]]) 15:35, 4 April 2021 (UTC)</text>
      <sha1>6b175zewalcwqxgmta9ub2yyb7cvvet</sha1>
    </revision>
    <revision>
      <id>2408696</id>
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      <timestamp>2022-07-22T10:40:17Z</timestamp>
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      <comment>Huss-einherjar</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="3752" xml:space="preserve">== Course Feedback ==

Provide course feedback here. Thanks! --[[User:Lbeaumont|Lbeaumont]] ([[User talk:Lbeaumont|discuss]] • [[Special:Contributions/Lbeaumont|contribs]]) 11:53, 1 April 2021 (UTC)

: {{re|Lbeaumont}} History is written by the victors. Huss-einherjar opposed the petrodollar and he nationalized banks and oil. People who do that sort of thing don't seem to live very long lives. I have to wonder whether the people of Iraq actually considered him a &quot;tyrant&quot; as this resource does, or as a leader. I cannot answer that. Washington also fought against foreign aggression. He won and he is remembered as a hero. [[User:AP295|AP295]] ([[User talk:AP295|discuss]] • [[Special:Contributions/AP295|contribs]]) 21:42, 1 April 2021 (UTC)

: And I'm not saying that Huss-einherjar was any sort of hero, but there's something a bit &quot;off&quot; about this resource that I can't quite put my finger on. I don't mean to be so vague, I'll let you know if I think of something more constructive. [[User:AP295|AP295]] ([[User talk:AP295|discuss]] • [[Special:Contributions/AP295|contribs]]) 05:36, 2 April 2021 (UTC)

: {{re|Lbeaumont}} To fully understand these historical figures, I don't think it's wise to attribute their actions (good or bad) to a set of personality traits and leave it at that. Are you familiar with the phenomenon from probabilistic reasoning known as &quot;explaining away&quot;? [[User:AP295|AP295]] ([[User talk:AP295|discuss]] • [[Special:Contributions/AP295|contribs]]) 14:39, 2 April 2021 (UTC)
:: Thanks for these comments. Where does this resource &quot;attribute their actions (good or bad) to a set of personality traits and leave it at that&quot;? Thanks. --[[User:Lbeaumont|Lbeaumont]] ([[User talk:Lbeaumont|discuss]] • [[Special:Contributions/Lbeaumont|contribs]]) 18:26, 2 April 2021 (UTC)

::: This resource characterizes the &quot;tyrant&quot; as an archetype defined by a set of personality traits. Was Huss-einherjar just a big fat meanie? Maybe he was and that's all there is to it, but I do not know. A patriot cannot be all bad. [[User:AP295|AP295]] ([[User talk:AP295|discuss]] • [[Special:Contributions/AP295|contribs]]) 00:47, 3 April 2021 (UTC)

::: Dignity this, Martin-Luther-King that, black lives matter, George Floyd, etc. etc. We'll never hear the end of it. What about the half-million-plus Iraqis killed in the process of overthrowing Huss-einherjar and the Iraq War? It has all been said many times before, but they seem to have faded from public memory rather quickly. We have some odd priorities, and they're only getting odder. Please don't take this the wrong way, but I wish this resource focused less on superficial personality traits and more on substance. I agree with a lot of what you've written here, but my impression is that you're slightly off the mark. [[User:AP295|AP295]] ([[User talk:AP295|discuss]] • [[Special:Contributions/AP295|contribs]]) 02:25, 4 April 2021 (UTC)

::: And I understand the importance of energy security, national defense, etc. I am not necessarily anti-war, and I consider myself a patriot. However, I think we should ground our beliefs in reality rather than media-driven hysteria. Please consider editing this resource. [[User:AP295|AP295]] ([[User talk:AP295|discuss]] • [[Special:Contributions/AP295|contribs]]) 15:35, 4 April 2021 (UTC)

== Vasilij Blochin - Chief Executioner for NKVD. Committed suicide on February 3 1955! ==

Vasilij Blochin - Chief Executioner for NKVD. Committed suicide on February 3 1955! [[User:26O1.241.88O1.5a9O.a1e4.b288.9654.8fb4|26O1.241.88O1.5a9O.a1e4.b288.9654.8fb4]] ([[User talk:26O1.241.88O1.5a9O.a1e4.b288.9654.8fb4|discuss]] • [[Special:Contributions/26O1.241.88O1.5a9O.a1e4.b288.9654.8fb4|contribs]]) 09:53, 22 July 2022 (UTC)</text>
      <sha1>6chasac4tfbv1l6fh9ootn5gy6samzy</sha1>
    </revision>
    <revision>
      <id>2408697</id>
      <parentid>2408696</parentid>
      <timestamp>2022-07-22T10:40:40Z</timestamp>
      <contributor>
        <username>Fehufanga</username>
        <id>2860899</id>
      </contributor>
      <comment>Reverted 1 edit by [[Special:Contributions/26O1.241.88O1.5a9O.a1e4.b288.9654.8fb4|26O1.241.88O1.5a9O.a1e4.b288.9654.8fb4]] ([[User talk:26O1.241.88O1.5a9O.a1e4.b288.9654.8fb4|talk]]) (TwinkleGlobal)</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="3294" xml:space="preserve">== Course Feedback ==

Provide course feedback here. Thanks! --[[User:Lbeaumont|Lbeaumont]] ([[User talk:Lbeaumont|discuss]] • [[Special:Contributions/Lbeaumont|contribs]]) 11:53, 1 April 2021 (UTC)

: {{re|Lbeaumont}} History is written by the victors. Hussein opposed the petrodollar and he nationalized banks and oil. People who do that sort of thing don't seem to live very long lives. I have to wonder whether the people of Iraq actually considered him a &quot;tyrant&quot; as this resource does, or as a leader. I cannot answer that. Washington also fought against foreign aggression. He won and he is remembered as a hero. [[User:AP295|AP295]] ([[User talk:AP295|discuss]] • [[Special:Contributions/AP295|contribs]]) 21:42, 1 April 2021 (UTC)

: And I'm not saying that Hussein was any sort of hero, but there's something a bit &quot;off&quot; about this resource that I can't quite put my finger on. I don't mean to be so vague, I'll let you know if I think of something more constructive. [[User:AP295|AP295]] ([[User talk:AP295|discuss]] • [[Special:Contributions/AP295|contribs]]) 05:36, 2 April 2021 (UTC)

: {{re|Lbeaumont}} To fully understand these historical figures, I don't think it's wise to attribute their actions (good or bad) to a set of personality traits and leave it at that. Are you familiar with the phenomenon from probabilistic reasoning known as &quot;explaining away&quot;? [[User:AP295|AP295]] ([[User talk:AP295|discuss]] • [[Special:Contributions/AP295|contribs]]) 14:39, 2 April 2021 (UTC)
:: Thanks for these comments. Where does this resource &quot;attribute their actions (good or bad) to a set of personality traits and leave it at that&quot;? Thanks. --[[User:Lbeaumont|Lbeaumont]] ([[User talk:Lbeaumont|discuss]] • [[Special:Contributions/Lbeaumont|contribs]]) 18:26, 2 April 2021 (UTC)

::: This resource characterizes the &quot;tyrant&quot; as an archetype defined by a set of personality traits. Was Hussein just a big fat meanie? Maybe he was and that's all there is to it, but I do not know. A patriot cannot be all bad. [[User:AP295|AP295]] ([[User talk:AP295|discuss]] • [[Special:Contributions/AP295|contribs]]) 00:47, 3 April 2021 (UTC)

::: Dignity this, Martin-Luther-King that, black lives matter, George Floyd, etc. etc. We'll never hear the end of it. What about the half-million-plus Iraqis killed in the process of overthrowing Hussein and the Iraq War? It has all been said many times before, but they seem to have faded from public memory rather quickly. We have some odd priorities, and they're only getting odder. Please don't take this the wrong way, but I wish this resource focused less on superficial personality traits and more on substance. I agree with a lot of what you've written here, but my impression is that you're slightly off the mark. [[User:AP295|AP295]] ([[User talk:AP295|discuss]] • [[Special:Contributions/AP295|contribs]]) 02:25, 4 April 2021 (UTC)

::: And I understand the importance of energy security, national defense, etc. I am not necessarily anti-war, and I consider myself a patriot. However, I think we should ground our beliefs in reality rather than media-driven hysteria. Please consider editing this resource. [[User:AP295|AP295]] ([[User talk:AP295|discuss]] • [[Special:Contributions/AP295|contribs]]) 15:35, 4 April 2021 (UTC)</text>
      <sha1>6b175zewalcwqxgmta9ub2yyb7cvvet</sha1>
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  <page>
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        <id>234843</id>
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      <comment>/* Arendt, Detlev */</comment>
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=== [https://www.embl.org/groups/arendt/ Arendt, Detlev] ===
&lt;hr /&gt;
'''Notable Accomplishments'''
* Evolutionary Developmental Biologist
* Dorsal-Ventral Axis Inversion Theory
&lt;br /&gt;
&lt;hr /&gt;
'''Publications'''
{{User:Jtwsaddress42/Bibliography/Arendt,_Detlev}}
&lt;hr /&gt;
Nübler-Jung et al.&lt;br /&gt;&lt;hr /&gt;
{{User:Jtwsaddress42/Bibliography/Nübler-Jung, K.}}
{{RoundBoxBottom}}
&lt;hr /&gt;</text>
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  <page>
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      <comment>/* Cavalier-Smith, Thomas (1942 - 2021) */</comment>
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=== [[w:Thomas Cavalier-Smith|Cavalier-Smith, Thomas (1942 - 2021)]] ===
&lt;hr /&gt;
'''Notable Accomplishments'''
* Classification of Organisms
* Obcell Theory
* Neomuran Theory
&lt;br /&gt;
&lt;hr /&gt;
{{User:Jtwsaddress42/Includes/Project Box - Remembering Thomas Cavalier-Smith}}
{{User:Jtwsaddress42/Gallery/The_Neomuran_Revolution}}
{{User:Jtwsaddress42/Quotes/Cavalier-Smith,_Thomas_2010a(a)}}
{{User:Jtwsaddress42/Quotes/Cavalier-Smith, Thomas 2010a(b)}}
{{User:Jtwsaddress42/Gallery/Animal Origins}}
{{User:Jtwsaddress42/Quotes/Cavalier-Smith, Thomas 2017a}}
{{User:Jtwsaddress42/Quotes/Cavalier-Smith, Thomas 2017b}}
{{User:Jtwsaddress42/Quotes/Cavalier-Smith, Thomas 2017c}}
&lt;br /&gt;&lt;hr /&gt;
[[File:Multigene-Phylogeny-of-Choanozoa-and-the-Origin-of-Animals-pone.0002098.g001.jpg|thumb|Multigene-Phylogeny-of-Choanozoa-and-the-Origin-of-Animals]]
[[File:Multigene-Phylogeny-of-Choanozoa-and-the-Origin-of-Animals-pone.0002098.g002.jpg|thumb|Multigene-Phylogeny-of-Choanozoa-and-the-Origin-of-Animals]]
[[File:Rooting-the-tree-of-life-by-transition-analyses-1745-6150-1-19-1.jpg|thumb|Rooting-the-tree-of-life-by-transition-analyses]]
[[File:Rooting-the-tree-of-life-by-transition-analyses-1745-6150-1-19-2.jpg|thumb|Rooting-the-tree-of-life-by-transition-analyses]]
[[File:Rooting-the-tree-of-life-by-transition-analyses-1745-6150-1-19-3.jpg|thumb|Rooting-the-tree-of-life-by-transition-analyses]]
[[File:Rooting-the-tree-of-life-by-transition-analyses-1745-6150-1-19-4.jpg|thumb|Rooting-the-tree-of-life-by-transition-analyses]]
[[File:Rooting-the-tree-of-life-by-transition-analyses-1745-6150-1-19-5.jpg|thumb|Rooting-the-tree-of-life-by-transition-analyses]]
[[File:Rooting-the-tree-of-life-by-transition-analyses-1745-6150-1-19-6.jpg|thumb|Rooting-the-tree-of-life-by-transition-analyses]]
[[File:Rooting-the-tree-of-life-by-transition-analyses-1745-6150-1-19-8.jpg|thumb|Rooting-the-tree-of-life-by-transition-analyses]]
[[File:Rooting-the-tree-of-life-by-transition-analyses-1745-6150-1-19-9.jpg|thumb|Rooting-the-tree-of-life-by-transition-analyses]]
[[File:Rooting-the-tree-of-life-by-transition-analyses-1745-6150-1-19-11.jpg|thumb|Rooting-the-tree-of-life-by-transition-analyses]]
[[File:Chromista structure.jpg|thumb|Chromista_structure]]
[[File:Chromista classification.jpg|thumb|Chromista_classification]]
'''Publications'''
{{User:Jtwsaddress42/Bibliography/Cavalier-Smith,_Thomas}}
&lt;br /&gt;
'''Web Resources'''
* [https://royalsociety.org/people/thomas-cavalier-smith-11202/ The Royal Society - Cavalier-Smith, Thomas (1942 - 2021)]
{{RoundBoxBottom}}
&lt;hr /&gt;</text>
      <sha1>0x8u8b3azbkzmbvhen5pqqozegib9cp</sha1>
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    <revision>
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      <comment>/* Cavalier-Smith, Thomas (1942 - 2021) */</comment>
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=== [[w:Thomas Cavalier-Smith|Cavalier-Smith, Thomas (1942 - 2021)]] ===
&lt;hr /&gt;
'''Notable Accomplishments'''
* Classification of Organisms
* Obcell Theory
* Neomuran Theory
&lt;br /&gt;
&lt;hr /&gt;
{{User:Jtwsaddress42/Includes/Project Box - Remembering Thomas Cavalier-Smith}}
{{User:Jtwsaddress42/Gallery/The_Neomuran_Revolution}}
{{User:Jtwsaddress42/Quotes/Cavalier-Smith,_Thomas_2010a(a)}}
{{User:Jtwsaddress42/Quotes/Cavalier-Smith, Thomas 2010a(b)}}
{{User:Jtwsaddress42/Gallery/Animal Origins}}
{{User:Jtwsaddress42/Quotes/Cavalier-Smith, Thomas 2017a}}
{{User:Jtwsaddress42/Quotes/Cavalier-Smith, Thomas 2017b}}
{{User:Jtwsaddress42/Quotes/Cavalier-Smith, Thomas 2017c}}
&lt;br /&gt;&lt;hr /&gt;
{{User:Jtwsaddress42/Gallery/Rooting The Tree Of Life}}
&lt;br /&gt;&lt;hr /&gt;
[[File:Chromista structure.jpg|thumb|Chromista_structure]]
[[File:Chromista classification.jpg|thumb|Chromista_classification]]
'''Publications'''
{{User:Jtwsaddress42/Bibliography/Cavalier-Smith,_Thomas}}
&lt;br /&gt;
'''Web Resources'''
* [https://royalsociety.org/people/thomas-cavalier-smith-11202/ The Royal Society - Cavalier-Smith, Thomas (1942 - 2021)]
{{RoundBoxBottom}}
&lt;hr /&gt;</text>
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    <revision>
      <id>2408657</id>
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=== [[w:Thomas Cavalier-Smith|Cavalier-Smith, Thomas (1942 - 2021)]] ===
&lt;hr /&gt;
'''Notable Accomplishments'''
* Classification of Organisms
* Obcell Theory
* Neomuran Theory
&lt;br /&gt;
&lt;hr /&gt;
{{User:Jtwsaddress42/Includes/Project Box - Remembering Thomas Cavalier-Smith}}
{{User:Jtwsaddress42/Gallery/The_Neomuran_Revolution}}
{{User:Jtwsaddress42/Quotes/Cavalier-Smith,_Thomas_2010a(a)}}
{{User:Jtwsaddress42/Quotes/Cavalier-Smith, Thomas 2010a(b)}}
{| align= center | width= 640px
|{{User:Jtwsaddress42/Gallery/Animal Origins}}
&lt;br /&gt;
|}
{{User:Jtwsaddress42/Quotes/Cavalier-Smith, Thomas 2017a}}
{{User:Jtwsaddress42/Quotes/Cavalier-Smith, Thomas 2017b}}
{{User:Jtwsaddress42/Quotes/Cavalier-Smith, Thomas 2017c}}
&lt;br /&gt;&lt;hr /&gt;
{| align = center | width= 640px
|{{User:Jtwsaddress42/Gallery/Rooting The Tree Of Life}}
&lt;br /&gt;
|}
&lt;hr /&gt;
[[File:Chromista structure.jpg|thumb|Chromista_structure]]
[[File:Chromista classification.jpg|thumb|Chromista_classification]]
'''Publications'''
{{User:Jtwsaddress42/Bibliography/Cavalier-Smith,_Thomas}}
&lt;br /&gt;
'''Web Resources'''
* [https://royalsociety.org/people/thomas-cavalier-smith-11202/ The Royal Society - Cavalier-Smith, Thomas (1942 - 2021)]
{{RoundBoxBottom}}
&lt;hr /&gt;</text>
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      <comment>/* Cavalier-Smith, Thomas (1942 - 2021) */</comment>
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=== [[w:Thomas Cavalier-Smith|Cavalier-Smith, Thomas (1942 - 2021)]] ===
&lt;hr /&gt;
'''Notable Accomplishments'''
* Classification of Organisms
* Obcell Theory
* Neomuran Theory
&lt;br /&gt;
&lt;hr /&gt;
{{User:Jtwsaddress42/Includes/Project Box - Remembering Thomas Cavalier-Smith}}
{{User:Jtwsaddress42/Gallery/The_Neomuran_Revolution}}
{{User:Jtwsaddress42/Quotes/Cavalier-Smith,_Thomas_2010a(a)}}
{{User:Jtwsaddress42/Quotes/Cavalier-Smith, Thomas 2010a(b)}}
{| align= center | width= 480px
|{{User:Jtwsaddress42/Gallery/Animal Origins}}
&lt;br /&gt;
|}
{{User:Jtwsaddress42/Quotes/Cavalier-Smith, Thomas 2017a}}
{{User:Jtwsaddress42/Quotes/Cavalier-Smith, Thomas 2017b}}
{{User:Jtwsaddress42/Quotes/Cavalier-Smith, Thomas 2017c}}
&lt;br /&gt;&lt;hr /&gt;
{| align = center | width= 640px
|{{User:Jtwsaddress42/Gallery/Rooting The Tree Of Life}}
&lt;br /&gt;
|}
&lt;hr /&gt;
[[File:Chromista structure.jpg|thumb|Chromista_structure]]
[[File:Chromista classification.jpg|thumb|Chromista_classification]]
'''Publications'''
{{User:Jtwsaddress42/Bibliography/Cavalier-Smith,_Thomas}}
&lt;br /&gt;
'''Web Resources'''
* [https://royalsociety.org/people/thomas-cavalier-smith-11202/ The Royal Society - Cavalier-Smith, Thomas (1942 - 2021)]
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  <page>
    <title>User:Jtwsaddress42/People/Changeux, Jean-Pierre</title>
    <ns>2</ns>
    <id>277883</id>
    <revision>
      <id>2408563</id>
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      <contributor>
        <username>Jtwsaddress42</username>
        <id>234843</id>
      </contributor>
      <comment>/* Changeux, Jean-Pierre (1936 - ) */</comment>
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=== [[w:Jean-Pierre_Changeux|Changeux, Jean-Pierre (1936 - )]] ===
&lt;hr /&gt;
[[File:JPChangeux-small.jpg|thumb|Jean-Pierre Changeux (1936 - )]]
[[File:Allostery.png|thumb|Allostery]]
[[File:NAChR.png|thumb|NAChR]]
[[File:MWC structure.png|thumb|MWC_structure]]
[[File:Hill Plot MWC model.png|thumb|Hill_Plot_MWC_model]]
[[File:Epigenese.PNG|thumb|Epigenese]]
'''Notable Accomplishments'''
* [[w:Monod-Wyman-Changeux model|Monod-Wyman-Changeux (MWC) Model]] of Allosteric Regulation
* Isolation of [[w:Nicotinic acetylcholine receptor|Nicotinic Acetylcholine Receptors (NAChRs)]]
* Theory of Selective Stabilization at Synapses
&lt;br /&gt;&lt;hr /&gt;
'''Publications'''
{{User:Jtwsaddress42/Bibliography/Changeux,_Jean-Pierre}}
{{RoundBoxBottom}}
&lt;hr /&gt;</text>
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      <parentid>2408563</parentid>
      <timestamp>2022-07-22T02:14:35Z</timestamp>
      <contributor>
        <username>Jtwsaddress42</username>
        <id>234843</id>
      </contributor>
      <comment>/* Changeux, Jean-Pierre (1936 - ) */</comment>
      <model>wikitext</model>
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      <text bytes="689" xml:space="preserve">{{RoundBoxTop|theme=3}}
=== [[w:Jean-Pierre_Changeux|Changeux, Jean-Pierre (1936 - )]] ===
&lt;hr /&gt;
[[File:JPChangeux-small.jpg|thumb|Jean-Pierre Changeux (1936 - )]]
[[File:NAChR.png|thumb|NAChR]]
[[File:Epigenese.PNG|thumb|Epigenese]]
'''Notable Accomplishments'''
* [[w:Monod-Wyman-Changeux model|Monod-Wyman-Changeux (MWC) Model]] of Allosteric Regulation
* Isolation of [[w:Nicotinic acetylcholine receptor|Nicotinic Acetylcholine Receptors (NAChRs)]]
* Theory of Selective Stabilization at Synapses
&lt;br /&gt;&lt;hr /&gt;
{{User:Jtwsaddress42/Gallery/Monod-Wyman-Changeux Model}}
&lt;br /&gt;&lt;hr /&gt;
'''Publications'''
{{User:Jtwsaddress42/Bibliography/Changeux,_Jean-Pierre}}
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  <page>
    <title>User:Jtwsaddress42/People/Darwin, Charles</title>
    <ns>2</ns>
    <id>277886</id>
    <revision>
      <id>2408660</id>
      <parentid>2408346</parentid>
      <timestamp>2022-07-22T03:42:40Z</timestamp>
      <contributor>
        <username>Jtwsaddress42</username>
        <id>234843</id>
      </contributor>
      <comment>/* Darwin, Charles (1809 - 1882) */</comment>
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=== [[w:Charles_Darwin|Darwin, Charles (1809 - 1882)]] ===
&lt;hr /&gt;
[[File:Charles-darwin-portrait-svg.svg|thumb|Charles Darwin (1809 – 1882)]]
'''Notable Accomplishments'''
* The Theory of Natural Selection
&lt;br /&gt;&lt;hr /&gt;
'''Publications'''
{{User:Jtwsaddress42/Bibliography/Darwin,_Charles}}
'''Web Resources'''
* [http://darwin-online.org.uk/Freeman_intro.html Darwin Online]
* [https://www.darwinproject.ac.uk/ Darwin Correspondence Project]
* [https://www.khanacademy.org/science/ap-biology/natural-selection/natural-selection-ap/a/darwin-evolution-natural-selection Khan Academy - Darwin, evolution, &amp; natural selection]
&lt;br /&gt;&lt;hr /&gt;
{| align= center | width= 480px
|{{User:Jtwsaddress42/Gallery/The Darwinian Revolution}}
&lt;br /&gt;
|}
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  <page>
    <title>User:Jtwsaddress42/People/Edelman, Gerald M.</title>
    <ns>2</ns>
    <id>277896</id>
    <revision>
      <id>2408661</id>
      <parentid>2408353</parentid>
      <timestamp>2022-07-22T03:47:50Z</timestamp>
      <contributor>
        <username>Jtwsaddress42</username>
        <id>234843</id>
      </contributor>
      <comment>/* Edelman, Gerald M. (1929 - 2014) */</comment>
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=== [[w:Gerald_Edelman|Edelman, Gerald M. (1929 - 2014)]] ===
&lt;hr /&gt;
[[File:Professor Gerald M. Edelman.jpg|thumb|Gerald Maurice Edelman (1929 - 2014)]]
'''Notable Accomplishments'''
* [https://www.nobelprize.org/prizes/medicine/1972/edelman/facts/ The Nobel Prize in Physiology or Medicine 1972] - shared with Rodney Porter &quot;for their discoveries concerning the chemical structure of antibodies.&quot;
* Neural Darwinism - Theory of Neuronal Group Selection
* Topobiology - Molecular Embryology
&lt;br /&gt;
&lt;hr /&gt;
{{User:Jtwsaddress42/Quotes/Edelman, Gerald M. 1974a}}
&lt;br clear=both /&gt;&lt;hr /&gt;
{{User:Jtwsaddress42/Gallery/The Immune System}}
{{User:Jtwsaddress42/Quotes/Edelman, Gerald M. 1975a}}
{{User:Jtwsaddress42/Quotes/Edelman, Gerald M. 1978a}}
{{User:Jtwsaddress42/Quotes/Edelman, Gerald M. 1984(a)a}}
{{User:Jtwsaddress42/Quotes/Edelman, Gerald M. 1987(a)a}}
{{User:Jtwsaddress42/Quotes/Edelman, Gerald M. 1987(a)b}}
{{User:Jtwsaddress42/Quotes/Edelman, Gerald M. 1987(a)c}}
{{User:Jtwsaddress42/Quotes/Edelman, Gerald M. 1987(a)d}}
{{User:Jtwsaddress42/Quotes/Edelman, Gerald M. 1987(a)e}}
{{User:Jtwsaddress42/Quotes/Edelman, Gerald M. 1987(a)f}}
{{User:Jtwsaddress42/Quotes/Edelman, Gerald M. 1988(a)a}}
{{User:Jtwsaddress42/Quotes/Edelman, Gerald M. 1988(a)b}}
{{User:Jtwsaddress42/Quotes/Edelman, Gerald M. 1988(a)c}}
{{User:Jtwsaddress42/Quotes/Edelman, Gerald M. 1988(a)d}}
{{User:Jtwsaddress42/Quotes/Edelman, Gerald M. 1989a}}
{{User:Jtwsaddress42/Quotes/Edelman, Gerald M. 1992(a)a}}
{{User:Jtwsaddress42/Quotes/Edelman, Gerald M. 1992(a)b}}
{{User:Jtwsaddress42/Quotes/Edelman, Gerald M. 1992(a)c}}
{{User:Jtwsaddress42/Quotes/Edelman, Gerald M. 1992(a)d}}
{{User:Jtwsaddress42/Quotes/Edelman, Gerald M. 1992(a)e}}
{{User:Jtwsaddress42/Quotes/Edelman, Gerald M. 1998a}}
&lt;br clear=both /&gt;&lt;hr /&gt;
{{User:Jtwsaddress42/Gallery/Degeneracy}}
&lt;br clear=both /&gt;&lt;hr /&gt;
'''Publications'''
{{User:Jtwsaddress42/Bibliography/Edelman,_Gerald_M.}}
&lt;br clear=both /&gt;&lt;hr /&gt;
{{User:Jtwsaddress42/Bibliography/Edelman et al.}}
&lt;br clear=both /&gt;&lt;hr /&gt;
{| align= center | width= 640px
|{{User:Jtwsaddress42/Gallery/NSI Campus}}
&lt;br /&gt;
|}
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  <page>
    <title>User:Jtwsaddress42/Bibliography/Arendt, Detlev</title>
    <ns>2</ns>
    <id>277900</id>
    <revision>
      <id>2408481</id>
      <parentid>2320311</parentid>
      <timestamp>2022-07-21T22:29:29Z</timestamp>
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        <id>234843</id>
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      <text bytes="1756" xml:space="preserve">* {{cite journal | last= Arendt | first= Detlev | year= 2008 | title= The evolution of cell types in animals: emerging principles from molecular studies | journal= Nature Reviews Genetics | volume= 9 | issue= 11 | pages= 868–882 | doi= 10.1038/nrg2416 | pmid= 18927580 | s2cid= 28467737 | url= https://www.nature.com/articles/nrg2416 }}
* {{cite AV media | last= Arendt | first= Detlev | year= 2017 | title= 10-on-10: The Chronicles of Evolution - Detlev Arendt | publisher= Para Limes | publication-date= April 17, 2017 | url= https://www.youtube.com/watch?v=Y50nlEmXTjY }} [[File:High-contrast-camera-video.svg|24px|video]] (0:53:37)
* {{cite AV media | last= Arendt | first= Detlev | year= 2021 | title= Whole-Body Correlation Of Gene Expression With Single-Cell Morphology | publisher= Allen Discovery Center for Cell Lineage Tracing | medium= ADC Hindsight February 2021 | publication-date= February 6, 2021 | url= https://www.youtube.com/watch?v=crL9V86sRec }} [[File:High-contrast-camera-video.svg|24px|video]] (0:44:44)
* {{cite journal | last1= Arendt | first1= Detlev | last2= Nubler-Jung | first2= Katharina | year= 1994 | title= Inversion of the Dorsoventral Axis? | journal= Nature | volume= 371 | number= 6492| pages= 26 | publication-date= September 1, 1994 | pmid= 8072524 | doi= 10.1038/371026a0 | url= https://www.nature.com/articles/371026a0.pdf?origin=ppub }}
* {{cite journal | last1= Arendt | first1= Detlev | last2= Technau | first2= Ulrich | last3= Wittbrodt | first3= Joachim | year= 2001 | title= Evolution of the Bilaterian Larval Foregut | journal= Nature | volume= 409 | number= 6816 | pages= 81-85 | publication-date= January 4, 2001 | pmid= 11343117 | doi= 10.1038/35051075 | url= https://www.nature.com/articles/35051075}}</text>
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  <page>
    <title>User:Jtwsaddress42/People/Faraday, Michael</title>
    <ns>2</ns>
    <id>277950</id>
    <revision>
      <id>2408662</id>
      <parentid>2408355</parentid>
      <timestamp>2022-07-22T03:52:51Z</timestamp>
      <contributor>
        <username>Jtwsaddress42</username>
        <id>234843</id>
      </contributor>
      <comment>/* Faraday, Michael (1791 - 1867) */</comment>
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=== [[w:Michael_Faraday|Faraday, Michael (1791 - 1867)]] ===
&lt;hr /&gt;
[[File:M Faraday Th Phillips oil 1842.jpg|thumb|Michael Faraday (1791 - 1867){{efn|portrait by Thomas Phillips (oil, 1842)}}]]
'''Publications'''
{{User:Jtwsaddress42/Bibliography/Faraday, Michael}}
&lt;br /&gt;&lt;hr /&gt;
{| align= center | width= 640px
|{{User:Jtwsaddress42/Gallery/Michael Faraday}}
&lt;br /&gt;
|}
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=== [[w:Michael_Faraday|Faraday, Michael (1791 - 1867)]] ===
&lt;hr /&gt;
[[File:M Faraday Th Phillips oil 1842.jpg|thumb|Michael Faraday (1791 - 1867){{efn|portrait by Thomas Phillips (oil, 1842)}}]]
'''Publications'''
{{User:Jtwsaddress42/Bibliography/Faraday, Michael}}
&lt;br /&gt;&lt;hr /&gt;
{| align= center | width= 480px
|{{User:Jtwsaddress42/Gallery/Michael Faraday}}
&lt;br /&gt;
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  <page>
    <title>User:Jtwsaddress42/People/White III, Harold B.</title>
    <ns>2</ns>
    <id>277975</id>
    <revision>
      <id>2408428</id>
      <parentid>2338156</parentid>
      <timestamp>2022-07-21T14:59:33Z</timestamp>
      <contributor>
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        <id>234843</id>
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=== White III, Harold B. ===
&lt;hr /&gt;
'''Publications'''
{{User:Jtwsaddress42/Bibliography/White III, Harold B.}}
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&lt;hr /&gt;</text>
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  <page>
    <title>User:Jtwsaddress42/People/Whittington, Harry B.</title>
    <ns>2</ns>
    <id>277977</id>
    <revision>
      <id>2408429</id>
      <parentid>2407264</parentid>
      <timestamp>2022-07-21T15:00:12Z</timestamp>
      <contributor>
        <username>Jtwsaddress42</username>
        <id>234843</id>
      </contributor>
      <comment>/* Whittington, Harry B. (1916 - 2010) */</comment>
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=== [[w:Harry_B._Whittington|Whittington, Harry B. (1916 - 2010)]] ===
&lt;hr /&gt;
'''Publications'''
{{User:Jtwsaddress42/Bibliography/Whittington, Harry B.}}
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&lt;hr /&gt;</text>
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  <page>
    <title>User:Jtwsaddress42/People/Urey, Harold Clayton</title>
    <ns>2</ns>
    <id>278018</id>
    <revision>
      <id>2408425</id>
      <parentid>2408133</parentid>
      <timestamp>2022-07-21T14:57:58Z</timestamp>
      <contributor>
        <username>Jtwsaddress42</username>
        <id>234843</id>
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      <comment>/* Urey, Harold Clayton (1893 – 1981) */</comment>
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=== [[w:Harold_Urey|Urey, Harold Clayton (1893 – 1981)]] ===
&lt;hr /&gt;
[[File:Urey.jpg|thumb|Harold Clayton Urey (1893 – 1981)]]
'''Notable Accomplishments'''
* [https://www.nobelprize.org/prizes/chemistry/1934/urey/facts/ The Nobel Prize in Chemistry 1934] - “for his discovery of heavy hydrogen.”
&lt;br /&gt;
&lt;hr /&gt;
'''Publications'''
{{User:Jtwsaddress42/Bibliography/Urey, Harold Clayton}}
&lt;br /&gt;&lt;hr /&gt;
{| align= center
|'''Harold C. Urey, Ernest O. Lawrence, James B. Conant, Lyman J. Briggs, E. V. Murphree and A. H. Compton.'''
[[File:S1 Committee 1942.jpg|640px]]
|}
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&lt;hr /&gt;</text>
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      <parentid>2408425</parentid>
      <timestamp>2022-07-21T14:58:14Z</timestamp>
      <contributor>
        <username>Jtwsaddress42</username>
        <id>234843</id>
      </contributor>
      <comment>/* Urey, Harold Clayton (1893 – 1981) */</comment>
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=== [[w:Harold_Urey|Urey, Harold Clayton (1893 – 1981)]] ===
&lt;hr /&gt;
[[File:Urey.jpg|thumb|Harold Clayton Urey (1893 – 1981)]]
'''Notable Accomplishments'''
* [https://www.nobelprize.org/prizes/chemistry/1934/urey/facts/ The Nobel Prize in Chemistry 1934] - “for his discovery of heavy hydrogen.”
&lt;br /&gt;&lt;hr /&gt;
'''Publications'''
{{User:Jtwsaddress42/Bibliography/Urey, Harold Clayton}}
&lt;br /&gt;&lt;hr /&gt;
{| align= center
|'''Harold C. Urey, Ernest O. Lawrence, James B. Conant, Lyman J. Briggs, E. V. Murphree and A. H. Compton.'''
[[File:S1 Committee 1942.jpg|640px]]
|}
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&lt;hr /&gt;</text>
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  </page>
  <page>
    <title>User:Jtwsaddress42/People/Onsager, Lars</title>
    <ns>2</ns>
    <id>278019</id>
    <revision>
      <id>2408667</id>
      <parentid>2408387</parentid>
      <timestamp>2022-07-22T04:28:41Z</timestamp>
      <contributor>
        <username>Jtwsaddress42</username>
        <id>234843</id>
      </contributor>
      <comment>/* Onsager, Lars (1903 – 1976) */</comment>
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=== [[w:Lars_Onsager|Onsager, Lars (1903 – 1976)]] ===
[[File:Lars Onsager signature.png|thumb|Lars Onsager signature]]
&lt;hr /&gt;
'''Notable Accomplishments'''
* [https://www.nobelprize.org/prizes/chemistry/1968/onsager/facts/ The Nobel Prize in Chemistry 1968] - “for the discovery of the reciprocal relations bearing his name, which are fundamental for the thermodynamics of irreversible processes.”
&lt;br /&gt;&lt;hr /&gt;
'''Publications'''
{{User:Jtwsaddress42/Bibliography/Onsager, Lars}}
{{RoundBoxBottom}}
&lt;hr /&gt;</text>
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    <revision>
      <id>2408668</id>
      <parentid>2408667</parentid>
      <timestamp>2022-07-22T04:30:10Z</timestamp>
      <contributor>
        <username>Jtwsaddress42</username>
        <id>234843</id>
      </contributor>
      <comment>/* Onsager, Lars (1903 – 1976) */</comment>
      <model>wikitext</model>
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=== [[w:Lars_Onsager|Onsager, Lars (1903 – 1976)]] ===
[[File:Lars Onsager.png|thumb|Lars Onsager]]
[[File:Lars Onsager signature.png|thumb|Lars Onsager signature]]
&lt;hr /&gt;
'''Notable Accomplishments'''
* [https://www.nobelprize.org/prizes/chemistry/1968/onsager/facts/ The Nobel Prize in Chemistry 1968] - “for the discovery of the reciprocal relations bearing his name, which are fundamental for the thermodynamics of irreversible processes.”
&lt;br /&gt;&lt;hr /&gt;
'''Publications'''
{{User:Jtwsaddress42/Bibliography/Onsager, Lars}}
{{RoundBoxBottom}}
&lt;hr /&gt;</text>
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      <parentid>2408668</parentid>
      <timestamp>2022-07-22T04:38:51Z</timestamp>
      <contributor>
        <username>Jtwsaddress42</username>
        <id>234843</id>
      </contributor>
      <comment>/* Onsager, Lars (1903 – 1976) */</comment>
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=== [[w:Lars_Onsager|Onsager, Lars (1903 – 1976)]] ===
[[File:Lars Onsager.png|thumb|Lars Onsager]]
[[File:Onsager 1968.jpg|thumb|Onsager_1968]]
[[File:Onsager-medal adverse.jpg|thumb|Onsager-medal_adverse]]
[[File:Onsager-medal-reverse.jpg|thumb|Onsager-medal-reverse]]
[[File:Sketch to Lars Onsager.png|thumb|Sketch_to_Lars_Onsager]]
[[File:Egyszerűsített Onsager relációs táblázat.jpg|thumb|Egyszerűsített Onsager relációs táblázat]]
[[File:Onsager reziprozitaet.png|thumb|Onsager reziprozitaet]]
[[File:Thermodynamics.png|thumb|Thermodynamics]]
&lt;hr /&gt;
'''Notable Accomplishments'''
* [https://www.nobelprize.org/prizes/chemistry/1968/onsager/facts/ The Nobel Prize in Chemistry 1968] - “for the discovery of the reciprocal relations bearing his name, which are fundamental for the thermodynamics of irreversible processes.”
&lt;br /&gt;&lt;hr /&gt;
'''Publications'''
{{User:Jtwsaddress42/Bibliography/Onsager, Lars}}
{{RoundBoxBottom}}
&lt;hr /&gt;</text>
      <sha1>16dyc5frlbjtxjkz7wwtkni02rr9ipz</sha1>
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    <revision>
      <id>2408672</id>
      <parentid>2408670</parentid>
      <timestamp>2022-07-22T04:42:09Z</timestamp>
      <contributor>
        <username>Jtwsaddress42</username>
        <id>234843</id>
      </contributor>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="678" xml:space="preserve">&lt;br clear= both /&gt;
{{RoundBoxTop|theme=3}}
=== [[w:Lars_Onsager|Onsager, Lars (1903 – 1976)]] ===
[[File:Lars Onsager.png|thumb|Lars Onsager]]
[[File:Thermodynamics.png|thumb|Thermodynamics]]
&lt;hr /&gt;
'''Notable Accomplishments'''
* [https://www.nobelprize.org/prizes/chemistry/1968/onsager/facts/ The Nobel Prize in Chemistry 1968] - “for the discovery of the reciprocal relations bearing his name, which are fundamental for the thermodynamics of irreversible processes.”
&lt;br /&gt;&lt;hr /&gt;
{| align= center | width= 640px
|{{User:Jtwsaddress42/Gallery/Lars Onsager}}
&lt;br /&gt;
|}
&lt;hr /&gt;
'''Publications'''
{{User:Jtwsaddress42/Bibliography/Onsager, Lars}}
{{RoundBoxBottom}}
&lt;hr /&gt;</text>
      <sha1>0xoepx26aln2s1bjaghe2zxbo33m6h7</sha1>
    </revision>
    <revision>
      <id>2408675</id>
      <parentid>2408672</parentid>
      <timestamp>2022-07-22T04:49:31Z</timestamp>
      <contributor>
        <username>Jtwsaddress42</username>
        <id>234843</id>
      </contributor>
      <comment>/* Onsager, Lars (1903 – 1976) */</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="690" xml:space="preserve">&lt;br clear= both /&gt;
{{RoundBoxTop|theme=3}}
=== [[w:Lars_Onsager|Onsager, Lars (1903 – 1976)]] ===
[[File:Lars Onsager.png|thumb|Lars Onsager]]
[[File:Thermodynamics.png|thumb|Pioneers of Thermodynamics]]
&lt;hr /&gt;
'''Notable Accomplishments'''
* [https://www.nobelprize.org/prizes/chemistry/1968/onsager/facts/ The Nobel Prize in Chemistry 1968] - “for the discovery of the reciprocal relations bearing his name, which are fundamental for the thermodynamics of irreversible processes.”
&lt;br /&gt;&lt;hr /&gt;
{| align= center | width= 480px
|{{User:Jtwsaddress42/Gallery/Lars Onsager}}
&lt;br /&gt;
|}
&lt;hr /&gt;
'''Publications'''
{{User:Jtwsaddress42/Bibliography/Onsager, Lars}}
{{RoundBoxBottom}}
&lt;hr /&gt;</text>
      <sha1>q3vuh2xgs5pdrnpmf3vb3kx37i6pbof</sha1>
    </revision>
  </page>
  <page>
    <title>User:Jtwsaddress42/People/Oparin, Aleksandr Ivanovich</title>
    <ns>2</ns>
    <id>278020</id>
    <revision>
      <id>2408666</id>
      <parentid>2408389</parentid>
      <timestamp>2022-07-22T04:27:26Z</timestamp>
      <contributor>
        <username>Jtwsaddress42</username>
        <id>234843</id>
      </contributor>
      <comment>/* Oparin, Aleksandr Ivanovich (1894 – 1980) */</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="485" xml:space="preserve">{{RoundBoxTop|theme=3}}
=== [[w:Alexander_Oparin|Oparin, Aleksandr Ivanovich (1894 – 1980)]] ===
&lt;hr /&gt;
[[File:Oparin.jpg|thumb|Aleksandr Oparin (1894 – 1980)]]
[[File:Russia EWCS №20 Oparin sp.cancellation.jpg|thumb|Russia_EWCS_№20_Oparin_sp.cancellation]]
'''Notable Accomplishments'''
* First serious chemical theory on the Origin of Life
* Coacervates
&lt;br /&gt;&lt;hr /&gt;
'''Publications'''
{{User:Jtwsaddress42/Bibliography/Oparin, Aleksandr Ivanovich}}
{{RoundBoxBottom}}
&lt;hr /&gt;</text>
      <sha1>tc40gsqp78q3vfbqkx3sq58yo6q64fv</sha1>
    </revision>
  </page>
  <page>
    <title>User:Jtwsaddress42/People/Popper, Karl R.</title>
    <ns>2</ns>
    <id>278022</id>
    <revision>
      <id>2408418</id>
      <parentid>2408070</parentid>
      <timestamp>2022-07-21T14:53:23Z</timestamp>
      <contributor>
        <username>Jtwsaddress42</username>
        <id>234843</id>
      </contributor>
      <comment>/* Popper, Karl R. (1902 – 1994) */</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="410" xml:space="preserve">{{RoundBoxTop|theme=3}}
=== [[w:Karl_Popper|Popper, Karl R. (1902 – 1994)]] ===
&lt;hr /&gt;
[[File:Karl Popper2.jpg|thumb|Karl Popper (1902 – 1994)]]
'''Notable Accomplishments'''
* Criteria for Falsifiability in Scientific Theorizing
* The Open Society and Its Enemies
* Logic of Scientific Discovery
&lt;br /&gt;&lt;hr /&gt;
'''Publications'''
{{User:Jtwsaddress42/Bibliography/Popper, Karl R.}}
{{RoundBoxBottom}}
&lt;hr /&gt;</text>
      <sha1>lzi812lcspoq84f515zc37azvggcsdo</sha1>
    </revision>
  </page>
  <page>
    <title>User:Jtwsaddress42/People/Porges, Stephen W.</title>
    <ns>2</ns>
    <id>278023</id>
    <revision>
      <id>2408419</id>
      <parentid>2408079</parentid>
      <timestamp>2022-07-21T14:53:48Z</timestamp>
      <contributor>
        <username>Jtwsaddress42</username>
        <id>234843</id>
      </contributor>
      <comment>/* Porges, Stephen W. (1945 – ) */</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="397" xml:space="preserve">{{RoundBoxTop|theme=3}}
=== [[w:Stephen_Porges|Porges, Stephen W. (1945 – )]] ===
&lt;hr /&gt;
'''Notable Accomplishments'''
* Evolutionary Analysis of the Vertebrate Autonomic Nervous System
* Polyvagal Theory
&lt;br /&gt;&lt;hr /&gt;
'''Publications'''
{{User:Jtwsaddress42/Bibliography/Porges, Stephen W.}}
&lt;br /&gt;&lt;hr /&gt;
'''Related'''
{{User:Jtwsaddress42/Bibliography/Dunning, Brian}}
{{RoundBoxBottom}}
&lt;hr /&gt;</text>
      <sha1>9io9fx6e1rtzcxlopnu8rqfvdf96dz3</sha1>
    </revision>
  </page>
  <page>
    <title>User:Jtwsaddress42/People/Raff, Rudolf</title>
    <ns>2</ns>
    <id>278024</id>
    <revision>
      <id>2408421</id>
      <parentid>2408083</parentid>
      <timestamp>2022-07-21T14:55:41Z</timestamp>
      <contributor>
        <username>Jtwsaddress42</username>
        <id>234843</id>
      </contributor>
      <comment>/* Raff, Rudolf (1941 – 2019) */</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="342" xml:space="preserve">{{RoundBoxTop|theme=3}}
=== [[w:Rudolf_Raff|Raff, Rudolf (1941 – 2019)]] ===
&lt;hr /&gt;
[[File:Rudolf A. Raff, June 2011.jpg|thumb|Rudolf A. Raff (1941 – 2019)]]
'''Publications'''
{{User:Jtwsaddress42/Bibliography/Raff, Rudolf}}
&lt;br /&gt;&lt;hr /&gt;
Love et al.&lt;br /&gt;&lt;hr /&gt;
{{User:Jtwsaddress42/Bibliography/Love, Alan C.}}
{{RoundBoxBottom}}
&lt;hr /&gt;</text>
      <sha1>kd4gjhdt2wuggrpca9g01p15dyhnbgf</sha1>
    </revision>
  </page>
  <page>
    <title>User:Jtwsaddress42/People/Romer, Alfred Sherwood</title>
    <ns>2</ns>
    <id>278025</id>
    <revision>
      <id>2408422</id>
      <parentid>2408086</parentid>
      <timestamp>2022-07-21T14:56:33Z</timestamp>
      <contributor>
        <username>Jtwsaddress42</username>
        <id>234843</id>
      </contributor>
      <comment>/* Romer, Alfred Sherwood (1894 – 1973) */</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="1066" xml:space="preserve">{{RoundBoxTop|theme=3}}
=== [[w:Alfred_Romer|Romer, Alfred Sherwood (1894 – 1973)]] ===
&lt;hr /&gt;
[[Image:Spindle diagram.jpg|thumb|'''A Romerogram''' - Spindle diagram of taxonomic diversity over time within the Vertebrate classes Agnatha, Chondrichthyes, Osteichthyes, Amphibia, Reptilia, Aves and Mammalia with two extinct classes, Placodermi and Acanthodii also being shown.{{sfn|Benton|1998}} {{efn|Based on Benton (1998), all classes interpreted traditionally.  Bentons notes to his own tree: Number of families is an imperfect measure of diversity. Reptilia in particular should probably have been shown as far more diverse in the Mesozoic.}}]]
'''Notable Accomplishments'''
* The Somatovisceral Animal - The Vertebrate as a Dual Animal
&lt;br /&gt;&lt;hr /&gt;
{{User:Jtwsaddress42/Quotes/Romer,_Alfred_Sherwood_1972a}}
{{User:Jtwsaddress42/Gallery/The Functional Welding of the CNS to the ENS}}
{{User:Jtwsaddress42/Quotes/Romer,_Alfred_Sherwood_1972d}}
&lt;br /&gt;&lt;hr /&gt;
'''Publications'''
{{User:Jtwsaddress42/Bibliography/Romer, Alfred Sherwood}}
{{RoundBoxBottom}}
&lt;hr /&gt;</text>
      <sha1>1czrr9l7yr1c68q072ypfmg66wpa863</sha1>
    </revision>
  </page>
  <page>
    <title>User:Jtwsaddress42/People/Schopf, J. William</title>
    <ns>2</ns>
    <id>278107</id>
    <revision>
      <id>2408414</id>
      <parentid>2407257</parentid>
      <timestamp>2022-07-21T14:48:55Z</timestamp>
      <contributor>
        <username>Jtwsaddress42</username>
        <id>234843</id>
      </contributor>
      <comment>/* Schopf, J. William (1941 – ) */</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="212" xml:space="preserve">&lt;br clear= both /&gt;
{{RoundBoxTop|theme=3}}
=== [[w:J._William_Schopf|Schopf, J. William (1941 – )]] ===
&lt;hr /&gt;
'''Publications'''
{{User:Jtwsaddress42/Bibliography/Schopf, J. William}}
{{RoundBoxBottom}}
&lt;hr /&gt;</text>
      <sha1>efjpgshs060wqf57fr6hdk1215vjfh8</sha1>
    </revision>
  </page>
  <page>
    <title>User:Jtwsaddress42/People/Scott, William G.</title>
    <ns>2</ns>
    <id>278109</id>
    <revision>
      <id>2408415</id>
      <parentid>2408132</parentid>
      <timestamp>2022-07-21T14:49:28Z</timestamp>
      <contributor>
        <username>Jtwsaddress42</username>
        <id>234843</id>
      </contributor>
      <comment>/* Scott, William G. */</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="539" xml:space="preserve">{{RoundBoxTop|theme=3}}
=== [[w:User:Wgscott|Scott, William G.]] ===
&lt;hr /&gt;
[[File:Full length hammerhead ribozyme.png|thumb|Full length hammerhead ribozyme]]
'''Notable Accomplishments'''
* UCSC Physical &amp; Biological Sciences Division, Chemistry &amp; Biochemistry Department, Faculty Professorr, Center for Molecular Biology of RNA
* [http://scottlab.ucsc.edu/scottlab/index.html The Scott Lab] - The Chemistry of RNA &amp; Ribozymes
&lt;br /&gt;&lt;hr /&gt;
'''Publications'''
{{User:Jtwsaddress42/Bibliography/Scott, William G.}}
{{RoundBoxBottom}}
&lt;hr /&gt;</text>
      <sha1>1yfqdu3ymbtwb3ixn1t6k83edq84myf</sha1>
    </revision>
  </page>
  <page>
    <title>User:Jtwsaddress42/People/Seaborg, Glenn T.</title>
    <ns>2</ns>
    <id>278111</id>
    <revision>
      <id>2408416</id>
      <parentid>2408098</parentid>
      <timestamp>2022-07-21T14:49:53Z</timestamp>
      <contributor>
        <username>Jtwsaddress42</username>
        <id>234843</id>
      </contributor>
      <comment>/* Seaborg, Glenn T. (1912 – 1999) */</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="647" xml:space="preserve">{{RoundBoxTop|theme=3}}
=== [[w:Glenn_T._Seaborg|Seaborg, Glenn T. (1912 – 1999)]] ===
&lt;hr /&gt;
[[File:Glenn Seaborg - 1964.jpg|thumb|Glenn Seaborg (1912 – 1999)]]
[[File:Seaborg in lab - restoration.jpg|thumb|Seaborg in 1950, with the ion exchanger elution column of actinide elements.]]
'''Notable Accomplishments'''
* [https://www.nobelprize.org/prizes/chemistry/1951/seaborg/facts/ The Nobel Prize in Chemistry 1951] - shared with Edwin Mattison McMillan “for their discoveries in the chemistry of the transuranium elements.”
&lt;br /&gt;&lt;hr /&gt;
'''Publications'''
{{User:Jtwsaddress42/Bibliography/Seaborg, Glenn T.}}
{{RoundBoxBottom}}
&lt;hr /&gt;</text>
      <sha1>ds6yk2s8w7ort9c6x3m2a8i4mtx5e6o</sha1>
    </revision>
  </page>
  <page>
    <title>Helping Give Away Psychological Science/1004 Squid Game Projects</title>
    <ns>0</ns>
    <id>278581</id>
    <revision>
      <id>2408472</id>
      <parentid>2405807</parentid>
      <timestamp>2022-07-21T21:26:46Z</timestamp>
      <contributor>
        <username>Eyoungstrom</username>
        <id>1933979</id>
      </contributor>
      <comment>Added resource link</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="9253" xml:space="preserve">{| class=&quot;wikitable&quot;
|+
!'''&lt;big&gt;Help for Mental Health Emergencies&lt;/big&gt;''' 
|-
|Whatever you are going through, you are not alone. The resources listed on this page are here to provide guidance as to how to get help. The resources  listed in this box are meant for urgent mental health needs and are available for use 24/7. If you are facing suicidal thoughts or feelings, please seek help immediately. If you have a medical or mental health emergency and are at risk of harm, please call 9-1-1. 
National Suicide Hotline: 1-800-273-8255

Crisis Textline: Text HOME to 741741

[https://suicidepreventionlifeline.org/ National Suicide Prevention Lifeline]: 1-800-273-8255

[[Helping Give Away Psychological Science/Resources/Suicide|Resources for Dealing with Suicidal Ideation]]
|-
|IMPORTANT NOTE: This page is meant as a guide to help you navigate available mental health resources and to help those interested in seeking treatment begin that journey. However, neither this page nor the resources included should be used in place of professional or medical advice and/or treatment. 
|}

=='''''Squid Game'''''&lt;ref&gt;{{Cite journal|date=2022-02-13|title=Squid Game|url=https://en.wikipedia.org/w/index.php?title=Squid_Game&amp;oldid=1071609561|journal=Wikipedia|language=en}}&lt;/ref&gt;--Mental Health Resources for Triggering Topics==
[[wikipedia:Squid_Game|Squid Game]] (Hangul: 오징어 게임, Romanization: Ojing-eo Geim) is a South Korean television drama created by [[wikipedia:Hwang_Dong-hyuk|Hwang Dong-hyuk]] for Netflix. Named after a common but often violent South Korean children’s game, Squid Game portrays 456 contestants, all of varying backgrounds but all facing deep financial turmoil, desperately trying to win the significant sum of cash held in a tank above the room in which they sleep&lt;ref&gt;{{Cite journal|date=2022-02-23|title=Squid Game|url=https://en.wikipedia.org/w/index.php?title=Squid_Game&amp;oldid=1073619754|journal=Wikipedia|language=en}}&lt;/ref&gt;. Early on, however, the contestants realize they have become involved not in a simple game, but rather in a battle for survival.

Quickly ascending to international fame, the show is popular for its high-stakes, action-packed plot, emotionally compelling moments, and complicated characters. However, the violence displayed and heavy topics covered are likely to leave many viewers rattled, and may even recall to mind personal traumas and negative emotions for some. Many potentially triggering topics, including but not limited to suicide, terminal illness, and physical violence, are portrayed in the drama. Unfortunately, the show does not follow up on the troubling topics shown with education regarding resources or support opportunities.

Passionate about promoting better, more accessible mental health support, our team, a subgroup of the group [https://www.hgaps.org/ Helping Give Away Psychological Science (HGAPS)], has worked to compile applicable resources to address the various triggering topics incorporated throughout the show. If you have viewed Squid Game or plan to view it in the future and feel affected by the themes included in the drama, please feel free to seek support and resources through the links compiled below.

== '''Season 1''' ==

====== Each episode block contains a list of a number of triggering topics displayed in the show. Please note that there may be many triggering topics that were not included on this page. Some themes recur throughout the series, and may therefore be listed in more than one episode. In such cases, the repeat-occurrences of a theme will not have content in the corresponding box, but instead the triggering topic itself will be linked so that you will be redirect to the information corresponding to the first instance. ======
{| class=&quot;wikitable&quot;
|+
!Episode 1:
!&quot;Red Light, Green Light&quot; (''Mugunghwa Kkoch-i Pideon Nal'' 무궁화 꽃이 피던 날)&lt;ref&gt;{{Cite journal|date=2022-02-13|title=Squid Game|url=https://en.wikipedia.org/w/index.php?title=Squid_Game&amp;oldid=1071609561|journal=Wikipedia|language=en}}&lt;/ref&gt;
|-
|Joblessness/Employment Difficulties
|
|-
|Financial Trouble
|
|-
|Gambling Problems 
|
|-
|Physical Violence 
|
|-
|Terminal Illness
|
|-
|Domestic Abuse
|
|-
|Physical Abuse
|
|-
|Gun Violence
|
|-
|Mass Casualty/Trauma
|
|-
|Trauma
|
|}
{| class=&quot;wikitable&quot;
|+
!'''Episode 2:'''
!&quot;Hell&quot; (''Ji-ok'' 지옥)&lt;ref&gt;{{Cite journal|date=2022-02-13|title=Squid Game|url=https://en.wikipedia.org/w/index.php?title=Squid_Game&amp;oldid=1071609561|journal=Wikipedia|language=en}}&lt;/ref&gt;
|-
|Financial Distress
|
|-
|Chronic Illness
|
|-
|Living Uninsured
|
|-
|Medical Expenses
|
|-
|Housing Instability 
|
|-
|Foster Care/Orphanage
|
|-
|Separation from Family
|
|-
|Suicide
|National Suicide Prevention Lifeline
Who: people in suicide crisis and need online support

What: CALL 1-800-273-8255 or visit https://suicidepreventionlifeline.org/

Why: this is a national network of local crisis centers that provides 24/7 and free online support
|-
|Divorce/Custody Issues
|
|}
{| class=&quot;wikitable&quot;
|+
!Episode 3:
!&quot;The Man with the Umbrella&quot; (''Usan-eul Sseun Namja'' 우산을 쓴 남자)&lt;ref&gt;{{Cite journal|date=2022-02-13|title=Squid Game|url=https://en.wikipedia.org/w/index.php?title=Squid_Game&amp;oldid=1071609561|journal=Wikipedia|language=en}}&lt;/ref&gt;
|-
| colspan=&quot;2&quot; |

|}
{| class=&quot;wikitable&quot;
|+
!Episode 4:
!&quot;Stick to the Team&quot; (''Jjollyeodo Pyeonmeokgi''쫄려도 편먹기)&lt;ref&gt;{{Cite journal|date=2022-02-13|title=Squid Game|url=https://en.wikipedia.org/w/index.php?title=Squid_Game&amp;oldid=1071609561|journal=Wikipedia|language=en}}&lt;/ref&gt;
|-
|Food Insecurity
|
|-
|Organ Trafficking
|
|-
|Mass Violence
|
|-
|Memory Impairment/Illness
|
|-
|Discrimination
|
|-
|Relational Abuse
|
|}
{| class=&quot;wikitable&quot;
|+
!Episode 5:              
!&quot;A Fair World&quot; (''Pyeongdeung-han Sesang'' 평등한 세상)&lt;ref&gt;{{Cite journal|date=2022-02-13|title=Squid Game|url=https://en.wikipedia.org/w/index.php?title=Squid_Game&amp;oldid=1071609561|journal=Wikipedia|language=en}}&lt;/ref&gt;
|-
|Post Traumatic Stress Disorder (PTSD)
|
|-
|Workplace Injury and Repercussion
|
|-
|Rape
|
|-
|
|
|}
{| class=&quot;wikitable&quot;
|+
!Episode 6: 
!&quot;Gganbu&quot; (''Kkanbu'' 깐부)&lt;ref&gt;{{Cite journal|date=2022-02-13|title=Squid Game|url=https://en.wikipedia.org/w/index.php?title=Squid_Game&amp;oldid=1071609561|journal=Wikipedia|language=en}}&lt;/ref&gt;
|-
|Acculturation Problems
|
|-
|Witnessing a Crime
|
|}
{| class=&quot;wikitable&quot;
|+
!Episode 7:
!&quot;VIPS&quot;&lt;ref&gt;{{Cite journal|date=2022-02-13|title=Squid Game|url=https://en.wikipedia.org/w/index.php?title=Squid_Game&amp;oldid=1071609561|journal=Wikipedia|language=en}}&lt;/ref&gt;
|-
|Suicide
|
|-
|Anxiety/Fear
|
|-
|Sexual Harassment/Assault
|
|-
|Sexual Coercion/Rape
|
|-
|Workplace Sexual Harassment/Assault
|
|}
{| class=&quot;wikitable&quot;
|+
!Episode 8: 
!&quot;Front Man&quot; (''Peulonteu Maen'' 프론트맨)&lt;ref&gt;{{Cite journal|date=2022-02-13|title=Squid Game|url=https://en.wikipedia.org/w/index.php?title=Squid_Game&amp;oldid=1071609561|journal=Wikipedia|language=en}}&lt;/ref&gt;
|-
|Significant Injury
|
|}
{| class=&quot;wikitable&quot;
|+
!Episode 9:
!&quot;One Lucky Day&quot; (''Unsu Joeun Nal'' 운수 좋은 날)&lt;ref&gt;{{Cite journal|date=2022-02-13|title=Squid Game|url=https://en.wikipedia.org/w/index.php?title=Squid_Game&amp;oldid=1071609561|journal=Wikipedia|language=en}}&lt;/ref&gt;
|-
|Losing a Friend
|
|-
|Losing a Family Member
|
|-
|Depression
|
|-
|Homelessness
|
|-
|Terminal Illness/Dying
|
|-
|Trauma
|
|}

=='''Accessing Mental Health Support''' ==
If you are struggling with your mental health, please do not hesitate to seek help. Below are some resources to help you find professional mental health support.
{| class=&quot;wikitable&quot;
|+
!Resource
!Description
|-
|[https://locator.apa.org/ APA Psychologist Finder]
|This service provided by the American Psychological Association (APA) allows you to search for Psychologists in your area. You can also search for a Psychologist by their name or the name of their practice. Your search may yield: 
-the names of local Psychologists

-whether or not they accept insurance as well as which types

-whether or not they are currently accepting new patients

-whether or not Telehealth is available

-the address of their practice
|-
|[https://www.psychologytoday.com/us/psychiatrists Psychology Today Psychiatrist Finder]
|
|-
|[https://www.findcbt.org/FAT/ Find a CBT Specialist]
|
|-
|[https://www.psychologytoday.com/us/therapists/psychodynamic Find a Psychodynamic Specialist]
|
|-
|[https://www.psychologytoday.com/us/therapists/humanistic Find a Humanistic Specialist]
|
|}

=='''Who Can Help Me?''' ==
When seeking mental health support, you may be overwhelmed by the numerous types of mental health professionals you can seek help from. Below are summaries of the primary types of professionals that may be offering mental health services in your area. Please note that availability, finances, or other factors may impact which professionals you can receive support from. 
{| class=&quot;wikitable&quot;
|+
!Title
!Description
|-
|Clinical Social Worker
|
|-
|Mental Health Counselor
|
|-
|Psychologist (Clinical or Counseling)
|
|-
|Psychiatric Nurse Practitioner
|
|-
|Psychiatrist
|
|}

== See Also ==
&lt;!-- categories below --&gt;
[[Category:HGAPS Project Pages]]
[[Category:HGAPS Numbered Projects]]</text>
      <sha1>k1o7y3w35y2g5bxglpdpa1sykgyxfv0</sha1>
    </revision>
  </page>
  <page>
    <title>Universal Language of Absolutes</title>
    <ns>0</ns>
    <id>281831</id>
    <revision>
      <id>2408682</id>
      <parentid>2402579</parentid>
      <timestamp>2022-07-22T07:38:07Z</timestamp>
      <contributor>
        <username>Hamish84</username>
        <id>1362807</id>
      </contributor>
      <comment>Text and images</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="333" xml:space="preserve">Overview - This is a work in progress. Do not delete. See Appendix for details.

== Subpages ==
{{Subpages/List}}

'''Use the following to create a new subpage:'''
&lt;inputbox&gt;
type=create
width=80
preload=
editintro=
buttonlabel=Create Subpage
searchbuttonlabel=
break=no
prefix={{FULLPAGENAME}}/
placeholder=Subpage Title
&lt;/inputbox&gt;</text>
      <sha1>sqymgzai7xvu7h9dpf78tbtqmlm4jon</sha1>
    </revision>
  </page>
  <page>
    <title>User talk:Fehufanga</title>
    <ns>3</ns>
    <id>282480</id>
    <revision>
      <id>2408693</id>
      <parentid>2383281</parentid>
      <timestamp>2022-07-22T10:36:59Z</timestamp>
      <contributor>
        <username>26O1.241.88O1.5a9O.a1e4.b288.9654.8fb4</username>
        <id>2946918</id>
      </contributor>
      <comment>1. Fuck you! 2. Eat pile of shit!!!!</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="2767" xml:space="preserve">&lt;s&gt;{{Robelbox|theme=9|title=Welcome!|width=100%}}
&lt;div style=&quot;{{Robelbox/pad}}&quot;&gt;
'''Hello and [[Wikiversity:Welcome|Welcome]] to [[Wikiversity:What is Wikiversity|Wikiversity]] Fehufanga!''' You can [[Wikiversity:Contact|contact us]] with [[Wikiversity:Questions|questions]] at the [[Wikiversity:Colloquium|colloquium]] or [[User talk:Dave Braunschweig|me personally]] when you need [[Help:Contents|help]]. Please remember to [[Wikiversity:Signature|sign and date]] your finished comments when [[Wikiversity:Who are Wikiversity participants?|participating]] in [[Wikiversity:Talk page|discussions]]. The signature icon [[File:OOjs UI icon signature-ltr.svg]] above the edit window makes it simple. All users are expected to abide by our [[Wikiversity:Privacy policy|Privacy]], [[Wikiversity:Civility|Civility]], and the [[Foundation:Terms of Use|Terms of Use]] policies while at Wikiversity.

To [[Wikiversity:Introduction|get started]], you may
&lt;!-- The Left column --&gt;
&lt;div style=&quot;width:50.0%; float:left&quot;&gt;
* [[Help:guides|Take a guided tour]] and learn [[Help:Editing|to edit]].
* Visit a (kind of) [[Wikiversity:Random|random project]].
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* Find out about [[Wikiversity:Research|research]] activities on Wikiversity.
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&lt;/div&gt;
&lt;!-- The Right column --&gt;
&lt;div style=&quot;width:50.0%; float:left&quot;&gt;
* Enable VisualEditor under [[Special:Preferences#mw-prefsection-betafeatures|Beta]] settings to make article editing easier.
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&lt;/div&gt;
&lt;br clear=&quot;both&quot;/&gt;

You do not need to be an educator to edit. You only need to [[Wikiversity:Be bold|be bold]] to contribute and to experiment with the [[wikiversity:sandbox|sandbox]] or [[special:mypage|your userpage]]. See you around Wikiversity! --[[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 14:48, 13 March 2022 (UTC)&lt;/div&gt;
&lt;!-- Template:Welcome --&gt;
{{Robelbox/close}}</text>
      <sha1>202o0797wzas73kz8tjxowjyikjx36m</sha1>
    </revision>
    <revision>
      <id>2408695</id>
      <parentid>2408693</parentid>
      <timestamp>2022-07-22T10:38:43Z</timestamp>
      <contributor>
        <username>Fehufanga</username>
        <id>2860899</id>
      </contributor>
      <comment>Reverted 1 edit by [[Special:Contributions/26O1.241.88O1.5a9O.a1e4.b288.9654.8fb4|26O1.241.88O1.5a9O.a1e4.b288.9654.8fb4]] ([[User talk:26O1.241.88O1.5a9O.a1e4.b288.9654.8fb4|talk]]) (TwinkleGlobal)</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="2764" xml:space="preserve">{{Robelbox|theme=9|title=Welcome!|width=100%}}
&lt;div style=&quot;{{Robelbox/pad}}&quot;&gt;
'''Hello and [[Wikiversity:Welcome|Welcome]] to [[Wikiversity:What is Wikiversity|Wikiversity]] Fehufanga!''' You can [[Wikiversity:Contact|contact us]] with [[Wikiversity:Questions|questions]] at the [[Wikiversity:Colloquium|colloquium]] or [[User talk:Dave Braunschweig|me personally]] when you need [[Help:Contents|help]]. Please remember to [[Wikiversity:Signature|sign and date]] your finished comments when [[Wikiversity:Who are Wikiversity participants?|participating]] in [[Wikiversity:Talk page|discussions]]. The signature icon [[File:OOjs UI icon signature-ltr.svg]] above the edit window makes it simple. All users are expected to abide by our [[Wikiversity:Privacy policy|Privacy]], [[Wikiversity:Civility|Civility]], and the [[Foundation:Terms of Use|Terms of Use]] policies while at Wikiversity.

To [[Wikiversity:Introduction|get started]], you may
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&lt;div style=&quot;width:50.0%; float:left&quot;&gt;
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&lt;br clear=&quot;both&quot;/&gt;

You do not need to be an educator to edit. You only need to [[Wikiversity:Be bold|be bold]] to contribute and to experiment with the [[wikiversity:sandbox|sandbox]] or [[special:mypage|your userpage]]. See you around Wikiversity! --[[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 14:48, 13 March 2022 (UTC)&lt;/div&gt;
&lt;!-- Template:Welcome --&gt;
{{Robelbox/close}}</text>
      <sha1>mimdrqh57wg21w6q7247bf9w80zmuwv</sha1>
    </revision>
    <revision>
      <id>2408698</id>
      <parentid>2408695</parentid>
      <timestamp>2022-07-22T10:43:45Z</timestamp>
      <contributor>
        <username>26O1.241.88O1.5a9O.a1e4.b288.9654.8fb4</username>
        <id>2946918</id>
      </contributor>
      <comment>𝔢𝔫𝔠𝔶𝔠𝔩𝔬𝔭𝔢𝔡𝔦𝔞𝔰𝔲𝔭𝔯𝔢𝔪𝔢.𝔬𝔯𝔤/𝔟𝔲𝔰𝔥𝔰𝔞𝔩𝔲𝔱𝔢.𝔤𝔦𝔣</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="2767" xml:space="preserve">&lt;s&gt;{{Robelbox|theme=9|title=Welcome!|width=100%}}
&lt;div style=&quot;{{Robelbox/pad}}&quot;&gt;
'''Hello and [[Wikiversity:Welcome|Welcome]] to [[Wikiversity:What is Wikiversity|Wikiversity]] Fehufanga!''' You can [[Wikiversity:Contact|contact us]] with [[Wikiversity:Questions|questions]] at the [[Wikiversity:Colloquium|colloquium]] or [[User talk:Dave Braunschweig|me personally]] when you need [[Help:Contents|help]]. Please remember to [[Wikiversity:Signature|sign and date]] your finished comments when [[Wikiversity:Who are Wikiversity participants?|participating]] in [[Wikiversity:Talk page|discussions]]. The signature icon [[File:OOjs UI icon signature-ltr.svg]] above the edit window makes it simple. All users are expected to abide by our [[Wikiversity:Privacy policy|Privacy]], [[Wikiversity:Civility|Civility]], and the [[Foundation:Terms of Use|Terms of Use]] policies while at Wikiversity.

To [[Wikiversity:Introduction|get started]], you may
&lt;!-- The Left column --&gt;
&lt;div style=&quot;width:50.0%; float:left&quot;&gt;
* [[Help:guides|Take a guided tour]] and learn [[Help:Editing|to edit]].
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* Enable VisualEditor under [[Special:Preferences#mw-prefsection-betafeatures|Beta]] settings to make article editing easier.
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&lt;br clear=&quot;both&quot;/&gt;

You do not need to be an educator to edit. You only need to [[Wikiversity:Be bold|be bold]] to contribute and to experiment with the [[wikiversity:sandbox|sandbox]] or [[special:mypage|your userpage]]. See you around Wikiversity! --[[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 14:48, 13 March 2022 (UTC)&lt;/div&gt;
&lt;!-- Template:Welcome --&gt;
{{Robelbox/close}}</text>
      <sha1>202o0797wzas73kz8tjxowjyikjx36m</sha1>
    </revision>
    <revision>
      <id>2408699</id>
      <parentid>2408698</parentid>
      <timestamp>2022-07-22T10:47:17Z</timestamp>
      <contributor>
        <username>SHB2000</username>
        <id>2914839</id>
      </contributor>
      <comment>Restored revision 2408695 by [[Special:Contributions/Fehufanga|Fehufanga]] ([[en:w:User:BrandonXLF/Restorer|Restorer]])</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="2764" xml:space="preserve">{{Robelbox|theme=9|title=Welcome!|width=100%}}
&lt;div style=&quot;{{Robelbox/pad}}&quot;&gt;
'''Hello and [[Wikiversity:Welcome|Welcome]] to [[Wikiversity:What is Wikiversity|Wikiversity]] Fehufanga!''' You can [[Wikiversity:Contact|contact us]] with [[Wikiversity:Questions|questions]] at the [[Wikiversity:Colloquium|colloquium]] or [[User talk:Dave Braunschweig|me personally]] when you need [[Help:Contents|help]]. Please remember to [[Wikiversity:Signature|sign and date]] your finished comments when [[Wikiversity:Who are Wikiversity participants?|participating]] in [[Wikiversity:Talk page|discussions]]. The signature icon [[File:OOjs UI icon signature-ltr.svg]] above the edit window makes it simple. All users are expected to abide by our [[Wikiversity:Privacy policy|Privacy]], [[Wikiversity:Civility|Civility]], and the [[Foundation:Terms of Use|Terms of Use]] policies while at Wikiversity.

To [[Wikiversity:Introduction|get started]], you may
&lt;!-- The Left column --&gt;
&lt;div style=&quot;width:50.0%; float:left&quot;&gt;
* [[Help:guides|Take a guided tour]] and learn [[Help:Editing|to edit]].
* Visit a (kind of) [[Wikiversity:Random|random project]].
* [[Wikiversity:Browse|Browse]] Wikiversity, or visit a portal corresponding to your educational level: [[Portal: Pre-school Education|pre-school]], [[Portal: Primary Education|primary]], [[Portal:Secondary Education|secondary]], [[Portal:Tertiary Education|tertiary]], [[Portal:Non-formal Education|non-formal education]].
* Find out about [[Wikiversity:Research|research]] activities on Wikiversity.
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&lt;!-- The Right column --&gt;
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* Enable VisualEditor under [[Special:Preferences#mw-prefsection-betafeatures|Beta]] settings to make article editing easier.
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&lt;br clear=&quot;both&quot;/&gt;

You do not need to be an educator to edit. You only need to [[Wikiversity:Be bold|be bold]] to contribute and to experiment with the [[wikiversity:sandbox|sandbox]] or [[special:mypage|your userpage]]. See you around Wikiversity! --[[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 14:48, 13 March 2022 (UTC)&lt;/div&gt;
&lt;!-- Template:Welcome --&gt;
{{Robelbox/close}}</text>
      <sha1>mimdrqh57wg21w6q7247bf9w80zmuwv</sha1>
    </revision>
  </page>
  <page>
    <title>Sylheti language/Relationships</title>
    <ns>0</ns>
    <id>282532</id>
    <revision>
      <id>2408643</id>
      <parentid>2383646</parentid>
      <timestamp>2022-07-22T02:32:26Z</timestamp>
      <contributor>
        <username>Dave Braunschweig</username>
        <id>426084</id>
      </contributor>
      <minor />
      <comment>Dave Braunschweig moved page [[Sylheti Dialect/Relationships]] to [[Sylheti language/Relationships]]: Rename</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="73" xml:space="preserve">What will Mama's nephew and neice call his wife's(Mami) ypunguest sister?</text>
      <sha1>mh3ewlti6zrnga4szr74mx31gkmaq4s</sha1>
    </revision>
  </page>
  <page>
    <title>User:Jtwsaddress42/Bibliography/Axelrod, Julius</title>
    <ns>2</ns>
    <id>284266</id>
    <revision>
      <id>2408479</id>
      <parentid>2398542</parentid>
      <timestamp>2022-07-21T22:21:59Z</timestamp>
      <contributor>
        <username>Jtwsaddress42</username>
        <id>234843</id>
      </contributor>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="1419" xml:space="preserve">* {{cite journal | last= Axelrod | first= Julius | year= 1981 | title= Catecholamine neurotransmitters, psychoactive drugs, and biological clocks | series= The 1981 Harvey Cushing oration | journal= Journal of Neurosurgery | volume= 55 | number= 5 | pages= 669-677 | publication-date= November 1981 | pmid= 6118401 | doi= 10.3171/jns.1981.55.5.0669 | url= https://thejns.org/view/journals/j-neurosurg/55/5/article-p669.xml }}
* {{cite AV media | last= Axelrod | first= Julius | year= 1994 | title= History Of Neuroscience - Julius Axelrod | publisher= Society For Neuroscience | medium= Recorded November 21, 1994 | publication-date= July 5, 2012 | url= https://www.sfn.org/about/history-of-neuroscience/autobiographical-videos/axelrod,-julius }} [[File:High-contrast-camera-video.svg|24px|video]] (0:56:04)
* {{cite journal | last1= Axelrod | first1= Julius | last2= Brady | first2= Roscoe O. | last3= Witkop | first3= Bernhard | last4= Evarts | first4= Edward V. | year= 1957 | title= The Distribution and Metabolism of Lysergic Acid Diethylamide | series= The Pharmacology of Psychotomimetic and Psychotherapeutic Drugs | journal= Annals of the New York Academy of Sciences | volume= 66 | number 3 | pages= 435-444 | publication-date= March 14, 1957 | pmid= 13425233 | doi= 1111/j.1749-6632.1957.tb40739.x | url= https://nyaspubs.onlinelibrary.wiley.com/doi/abs/10.1111/j.1749-6632.1957.tb40739.x?sid=nlm%3Apubmed }}</text>
      <sha1>aspre0gim8apczi846ccpld9yhe5s11</sha1>
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  </page>
  <page>
    <title>Evidence-based assessment/Generalized anxiety disorder (assessment portfolio)/extended version</title>
    <ns>0</ns>
    <id>284696</id>
    <revision>
      <id>2408439</id>
      <parentid>2407911</parentid>
      <timestamp>2022-07-21T19:32:26Z</timestamp>
      <contributor>
        <username>Aherman012</username>
        <id>2943941</id>
      </contributor>
      <comment>/* Interpreting depression screening measure scores */ changed to GAD</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="52332" xml:space="preserve">&lt;noinclude&gt;{{Helping Give Away Psychological Science Banner}}&lt;/noinclude&gt;

{{medical disclaimer}}
{{:{{ROOTPAGENAME}}/Sidebar}}

==[[Evidence based assessment/Portfolio template/What is a &quot;portfolio&quot;|'''What is a &quot;portfolio&quot;?''']]==
* For background information on what assessment portfolios are, click the link in the heading above.

Does this page feel like too much information? Click [[Evidence-based assessment/Generalized anxiety disorder (assessment portfolio)|here]] for the condensed version.

==[[Evidence based assessment/Preparation phase|'''Preparation phase''']]==
=== Diagnostic criteria for generalized anxiety disorder ===
{{blockquotetop}}

&lt;big&gt;'''ICD-11 Diagnostic Criteria&lt;ref&gt;https://icd.who.int/browse11/l-m/en#/http://id.who.int/icd/entity/1712535455&lt;/ref&gt;'''&lt;/big&gt;
*Generalised anxiety disorder is characterized by marked symptoms of anxiety that persist for at least several months, for more days than not, manifested by either general apprehension (i.e. ‘free-floating anxiety’) or excessive worry focused on multiple everyday events, most often concerning family, health, finances, and school or work, together with additional symptoms such as muscular tension or motor restlessness, sympathetic autonomic over-activity, subjective experience of nervousness, difficulty maintaining concentration, irritability, or sleep disturbance. The symptoms result in significant distress or significant impairment in personal, family, social, educational, occupational, or other important areas of functioning. The symptoms are not a manifestation of another health condition and are not due to the effects of a substance or medication on the central nervous system.

'''Changes in DSM-5'''

* The diagnostic criteria for generalized anxiety disorder changed slightly from DSM-IV-TR to DSM-5. Summaries are available [https://www.ncbi.nlm.nih.gov/books/NBK519712/table/ch3.t9/?report=objectonly here].
{{blockquotebottom}}

=== Base rates of GAD in different clinical settings ===
This section describes the demographic setting of the population(s) sampled, base rates of diagnosis, country/region sampled and the diagnostic method that was used. Using this information, clinicians will be able to anchor the rate of GAD that they are likely to see in their clinical practice.

* '''''To see prevalence rates across multiple disorders,''''' [[Evidence based assessment/Preparation phase#Base rates for transdiagnostic comparison|'''''click here.''''']] 

{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
|-
! Demography
! Setting
! Base Rate
! Diagnostic Method
|-
| Adults and adolescences in all of U.S.A.
| US National Comorbidity Survey Replication (NCS-R; age &gt; = 13) 
[https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4005415/pdf/nihms-571992.pdf (2012)]&lt;ref name=&quot;KesslerEtAl2012&quot; /&gt;
|
* 0.9% (age 13-17)
* 2.9% (age 18-64)
* 1.2% (age &amp;gt;= 65)
* 2.0% (age &amp;gt;=13)
| Fully-structured CIDI Version 3.0
|-
| Psychiatric outpatients
| Individuals seeking treatment in a Psychiatric Outpatient Clinic (age range not reported) 
([https://ajp.psychiatryonline.org/doi/pdf/10.1176/appi.ajp.162.10.1911 2014])&lt;ref name=&quot;ZimmermanEtAl2005&quot; /&gt;
|
* 21%
| Structured Clinical Interview for DSM-IV (SCID)
|-
| Caucasian youth
| Children seeking treatment in a Child &amp;amp; Adolescent Anxiety Diagnostic Clinic (age 7 – 18 years old) 
([http://journals.sagepub.com/doi/pdf/10.1177/1073191110375792 2011])&lt;ref name=&quot;BrownJacobsenEtAl2011&quot; /&gt;
|
* 0.39% (parent report)
* 0.38% (child report)
| ADIS-C for DSM-IV
Spence Children's Anxiety Scale (SCAS)
|-
| Caucasian, African American, Asian American, and Hispanic population
| Collaborative Psychiatric Epidemiology Studies (CPES; age &amp;gt;= 18, data merged from three representative national database) 
([https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3135672/pdf/nihms281333.pdf 2011])&lt;ref&gt;{{Cite journal|last=McLean|first=Carmen P.|last2=Asnaani|first2=Anu|last3=Litz|first3=Brett T.|last4=Hofmann|first4=Stefan G.|date=2011-08-01|title=Gender differences in anxiety disorders: Prevalence, course of illness, comorbidity and burden of illness|url=https://www.sciencedirect.com/science/article/pii/S0022395611000458|journal=Journal of Psychiatric Research|language=en|volume=45|issue=8|pages=1027–1035|doi=10.1016/j.jpsychires.2011.03.006|issn=0022-3956|pmc=PMC3135672|pmid=21439576}}&lt;/ref&gt;
|
* 4.1% (female)
* 2.1% (male)
| World Mental Health Survey Initiative Version of the World Health Organization Composite International Interview (WMH-CIDI)
|-
| Pennsylvania
| Metropolitan Community Sample, all individuals with eating disorders (ages 13 – 65) 
([https://ajp.psychiatryonline.org/doi/pdf/10.1176/appi.ajp.161.12.2215 2014])&lt;ref name=&quot;KayeEtAl2004&quot; /&gt;
|
* 10%
| Structured Clinical Interview for DSM-IV (SCID)
|-
| Adolescents in all of U.S.A.
| National Comorbidity Survey Replication Adolescent Supplement (NCS-A; ages 3–18 in the continental U.S) 
([https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2946114/pdf/nihms214371.pdf 2011])&lt;ref name=&quot;MerikangasEtAl2010&quot; /&gt;
|
* 2.2%
| World Health Organization Composite International Diagnostic Interview (WHO-CIDI)
|-
|Adolescents in all of U.S.A
|National Comorbidity Survey Replication Adolescent Supplement (NCS-A; ages 3–18 in the continental U.S)&lt;ref name=&quot;:3&quot;&gt;Kessler, R. C., Avenevoli, S., Costello, E. J., Georgiades, K., Green, J. G., Gruber, M. J., . . . Merikangas, K. R. (2012). Prevalence, persistence, and sociodemographic correlates of DSM-IV disorders in the National Comorbidity Survey Replication Adolescent Supplement. Archives of General Psychiatry, 69(4), 372-380. doi:10.1001/archgenpsychiatry.2011.160&lt;/ref&gt;
|
* 5.4%
|Composite International Diagnostic Interview (CIDI)
|-
| North Carolina
| Rural community sample African American and White youth (ages 13-16) 
[https://www.ncbi.nlm.nih.gov/pubmed/12365876 (2002)]&lt;ref&gt;{{Cite journal|last=Angold|first=Adrian|last2=Erkanli|first2=Alaattin|last3=Farmer|first3=Elizabeth M. Z.|last4=Fairbank|first4=John A.|last5=Burns|first5=Barbara J.|last6=Keeler|first6=Gordon|last7=Costello|first7=E. Jane|date=October 2002|title=Psychiatric disorder, impairment, and service use in rural African American and white youth|url=https://www.ncbi.nlm.nih.gov/pubmed/12365876|journal=Archives of General Psychiatry|volume=59|issue=10|pages=893–901|issn=0003-990X|pmid=12365876}}&lt;/ref&gt;
|
* 1.4%
| The Child and Adolescent Psychiatric Assessment (CAPA)
|-
| Texas
| Metropolitan Community Sample (ages 11-17) 
([https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2736593/pdf/nihms30019.pdf 2007])&lt;ref name=&quot;RobertsEtAl2007&quot; /&gt;
|
* 0.4%
| Diagnostic Interview Schedule for Children, Version IV (DISC-IV)
|-
| Midwestern Urban
| Incarcerated adolescents (ages 10-18)&lt;ref&gt;{{Cite journal|last=ABRAM|first=KAREN M.|last2=CHOE|first2=JEANNE Y.|last3=WASHBURN|first3=JASON J.|last4=TEPLIN|first4=LINDA A.|last5=KING|first5=DEVON C.|last6=DULCAN|first6=MINA K.|title=Suicidal Ideation and Behaviors Among Youths in Juvenile Detention|url=http://linkinghub.elsevier.com/retrieve/pii/S0890856709623121|journal=Journal of the American Academy of Child &amp; Adolescent Psychiatry|volume=47|issue=3|pages=291–300|doi=10.1097/chi.0b013e318160b3ce}}&lt;/ref&gt; 
[http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&amp;ctx_enc=info%3Aofi%2Fenc%3AUTF-8&amp;rfr_id=info%3Asid%2Fsummon.serialssolutions.com&amp;rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&amp;rft.genre=article&amp;rft.atitle=Suicidal+Ideation+and+Behaviors+Among+Youths+in+Juvenile+Detention&amp;rft.jtitle=Journal+of+the+American+Academy+of+Child+%26+Adolescent+Psychiatry&amp;rft.au=ABRAM%2C+KAREN+M.%2C+Ph.D&amp;rft.au=CHOE%2C+JEANNE+Y.%2C+B.A&amp;rft.au=WASHBURN%2C+JASON+J.%2C+Ph.D.%2C+A.B.P.P&amp;rft.au=TEPLIN%2C+LINDA+A.%2C+Ph.D&amp;rft.date=2008&amp;rft.issn=0890-8567&amp;rft.eissn=1527-5418&amp;rft.volume=47&amp;rft.issue=3&amp;rft.spage=291&amp;rft.epage=300&amp;rft_id=info:doi/10.1097%2FCHI.0b013e318160b3ce&amp;rft.externalDocID=1_s2_0_S0890856709623121 (2002)]
|
* 1%
| Diagnostic Interview Schedule for Children, Version IV (DISC-IV)
|-
|The southern Appalachian mountain region of North Carolina
|Great Smoky Mountain (ages 9-12)
([https://www.ncbi.nlm.nih.gov/pubmed/8956679 1996])&lt;ref name=&quot;CostelloEtAl1996&quot; /&gt;
|
* 1.67%
|DSM-III-R, DSM-IV and CAPA
|-
|New Jersey
|Non-referred Adolescent Population (ages 9-17) 
([https://www.ncbi.nlm.nih.gov/pubmed/2331210 1990])&lt;ref name=&quot;WhitakerEtAl1990&quot; /&gt;
|
* 3.7%
|DSM-III &amp;amp; Beck Depression Inventory (BDI)
|-
|Non-institutionalized general US population
|LGBTQ sample (ages 20-65)&lt;ref&gt;{{Cite journal|last=Bostwick|first=Wendy B.|last2=Boyd|first2=Carol J.|last3=Hughes|first3=Tonda L.|last4=McCabe|first4=Sean Esteban|date=2010-3|title=Dimensions of Sexual Orientation and the Prevalence of Mood and Anxiety Disorders in the United States|url=https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2820045/|journal=American Journal of Public Health|volume=100|issue=3|pages=468–475|doi=10.2105/AJPH.2008.152942|issn=0090-0036|pmc=PMC2820045|pmid=19696380}}&lt;/ref&gt; [http://ajph.aphapublications.org/doi/10.2105/AJPH.2008.152942 (2013)]
|Women:

* 14.8% same-sex
* 22.5% bisexual

Men: 

* 16.9% same-sex
* 11.5% bisexual
|The Alcohol Use Disorder and Associated Disabilities Interview Schedule-IV (AUDADIS-IV)
|-
|Non-institutionalized general US population
|Cross-ethnic American population (ages 18+)&lt;ref&gt;{{Cite journal|last=Asnaani|first=Anu|last2=Richey|first2=J. Anthony|last3=Dimaite|first3=Ruta|last4=Hinton|first4=Devon E.|last5=Hofmann|first5=Stefan G.|date=2010-8|title=A Cross-Ethnic Comparison of Lifetime Prevalence Rates of Anxiety Disorders|url=https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2931265/|journal=The Journal of nervous and mental disease|volume=198|issue=8|pages=551–555|doi=10.1097/NMD.0b013e3181ea169f|issn=0022-3018|pmc=PMC2931265|pmid=20699719}}&lt;/ref&gt; [https://journals.lww.com/jonmd/Abstract/2010/08000/A_Cross_Ethnic_Comparison_of_Lifetime_Prevalence.4.aspx (2018)]
|
* White 8.6%

* African Americans 4.9%

* Hispanic Americans 5.8%

* Asian Americans 2.4%
|World Mental Health Survey Initiative Version of the World Health Organization Composite International Interview (WMH-CIDI)
|-
|Outpatient clinics worldwide
|Samples across multiple studies worldwide (all ages)&lt;ref name=&quot;:12&quot;&gt;{{Cite journal|last=Rettew|first=David C.|last2=Lynch|first2=Alicia Doyle|last3=Achenbach|first3=Thomas M.|last4=Dumenci|first4=Levent|last5=Ivanova|first5=Masha Y.|date=2009-09|title=Meta-analyses of agreement between diagnoses made from clinical evaluations and standardized diagnostic interviews|url=http://dx.doi.org/10.1002/mpr.289|journal=International Journal of Methods in Psychiatric Research|language=en|volume=18|issue=3|pages=169–184|doi=10.1002/mpr.289|issn=1049-8931}}&lt;/ref&gt;
|5%
|Clinical evaluations
|-
|Outpatient clinic worldwide
|Samples across multiple studies worldwide (all ages)&lt;ref name=&quot;:12&quot; /&gt;
|10%
|Standardized Diagnostic Interviews (SDIs)
|}

'''Search terms:''' [General Anxiety Disorder] AND [youth OR adolescents OR pediatric] AND [prevalence OR incidence] in GoogleScholar and PsycINFO

== [[Evidence based assessment/Prediction phase|'''Prediction phase''']] ==

=== Psychometric properties of screening instruments for GAD ===
The following section contains a list of screening and diagnostic instruments for generalized anxiety disorder. The section includes administration information, psychometric data, and PDFs or links to the screenings. 
* Screenings are used as part of the [[Evidence based assessment/Prediction phase|prediction phase]] of assessment; for more information on interpretation of this data, or how screenings fit in to the assessment process, click [[Evidence based assessment/Prediction phase|here]]. 
* '''''For a list of more broadly reaching screening instruments, [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prediction_phase&amp;wteswitched=1#Psychometric_properties_of_common_screening_instruments click here.]'''''

{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
! colspan=&quot;10&quot; |Screening measures for GAD
|-
! Measure
! Format (Reporter)
! Age Range
! Administration/
Completion Time
! Interrater Reliability
! Test-Retest Reliability
! Construct Validity
! Content Validity
! Highly Recommended
!PDF
|-
| Penn State Worry Questionnaire (PSWQ)&lt;ref name=&quot;:0&quot;&gt;{{Cite book|url=https://www.worldcat.org/oclc/314222270|title=A guide to assessments that work|date=2008|publisher=Oxford University Press|author=Hunsley, John |author2=Mash, Eric J.|isbn=9780195310641|location=New York|oclc=314222270}}&lt;/ref&gt;
| Questionnaire (Adult Version, Child Version)
| 18+ (Adult Version), 6-18 (Child Version)
| 4 minutes
| NA&lt;ref name=&quot;:0&quot; /&gt;
| G&lt;ref name=&quot;:0&quot; /&gt;
|G&lt;ref name=&quot;:0&quot; /&gt;
|G&lt;ref name=&quot;:0&quot; /&gt;
|&lt;ref name=&quot;:0&quot; /&gt;[[File:Light green check.svg|center|frameless|50x50px]]
|
* [http://www.midss.org/content/penn-state-worry-questionnaire-pswq PSWQ homepage]

'''PDFs of the PSWQ'''

*[https://mfr.osf.io/render?url=https://osf.io/s7p38/?action=download%26mode=render Penn State Worry Questionnaire]
*[https://mfr.osf.io/render?url=https://osf.io/6q8y9/?action=download%26mode=render PSWQ-C]
*[https://mfr.osf.io/render?url=https://osf.io/gx5sr/?action=download%26mode=render PSWC-C Korean]
*[https://mfr.osf.io/render?url=https://osf.io/hc6n2/?action=download%26mode=render PSWQ-C Danish]
*[https://mfr.osf.io/render?url=https://osf.io/fwbes/?action=download%26mode=render Scoring of the PSWQ-C]
|-
|[[wikipedia:Screen_for_child_anxiety_related_disorders|Screen for Child Anxiety Related Emotional Disorder (SCARED)]]
| Questionnaire (Child, Parent)
| 8-19
| 9 or 16 minutes
|NA&lt;ref name=&quot;:0&quot; /&gt;
| G&lt;ref name=&quot;:0&quot; /&gt;
|G&lt;ref name=&quot;:0&quot; /&gt;
| G&lt;ref name=&quot;:0&quot; /&gt;
| 
|
* [http://www.midss.org/content/screen-child-anxiety-related-disorders-scared SCARED] homepage

'''PDFs of SCARED'''

*[[wikipedia:Screen_for_child_anxiety_related_disorders#PDFs_and_automated_scoring_for_SCARED|SCARED English + Translations &amp; Automatic Scoring]]

|-
|[[wikipedia:State-Trait_Anxiety_Inventory|State/Trait Anxiety Inventory for Children (STAIC)]]
| Questionnaire (Child, Parent)
| 6-18
| 5 or 10 minutes
|NA&lt;ref name=&quot;:0&quot; /&gt;
| G&lt;ref name=&quot;:0&quot; /&gt;
|G&lt;ref name=&quot;:0&quot; /&gt;
| G&lt;ref name=&quot;:0&quot; /&gt;
| 
|
* *not free*
* [http://www.mindgarden.com/146-state-trait-anxiety-inventory-for-children#horizontalTab2 STAIC Website]
|-
| Revised Children’s Anxiety and Depression Scale (RCADS) 
| Questionnaire (Child)
| 6-18
| 12 minutes
|G&lt;ref name=&quot;:2&quot;&gt;{{Cite journal|last=Chorpita|first=Bruce F.|last2=Moffitt|first2=Catherine E.|last3=Gray|first3=Jennifer|date=2005-03|title=Psychometric properties of the Revised Child Anxiety and Depression Scale in a clinical sample|url=http://dx.doi.org/10.1016/j.brat.2004.02.004|journal=Behaviour Research and Therapy|volume=43|issue=3|pages=309–322|doi=10.1016/j.brat.2004.02.004|issn=0005-7967}}&lt;/ref&gt;
|G&lt;ref&gt;{{Cite journal|last=Chorpita|first=Bruce F|last2=Yim|first2=Letitia|last3=Moffitt|first3=Catherine|last4=Umemoto|first4=Lori A|last5=Francis|first5=Sarah E|date=2000-08|title=Assessment of symptoms of DSM-IV anxiety and depression in children: a revised child anxiety and depression scale|url=http://dx.doi.org/10.1016/s0005-7967(99)00130-8|journal=Behaviour Research and Therapy|volume=38|issue=8|pages=835–855|doi=10.1016/s0005-7967(99)00130-8|issn=0005-7967}}&lt;/ref&gt;
|G&lt;ref name=&quot;:2&quot; /&gt;
| 
| 
|
* [https://www.corc.uk.net/outcome-experience-measures/revised-childrens-anxiety-and-depression-scale-rcads/ RCADS homepage]

'''PDFs for RCADS''' 

*[https://mfr.osf.io/render?url=https://osf.io/s3fu2/?action=download%26mode=render RCADS Child Self-reported (8-18 years)]
*[https://mfr.osf.io/render?url=https://osf.io/fp9mk/?action=download%26mode=render RCADS Parent-reported]
*[https://mfr.osf.io/render?url=https://osf.io/vy7ta/?action=download%26mode=render Child Scoring Aid]
*[https://mfr.osf.io/render?url=https://osf.io/t4bz6/?action=download%26mode=render Parent Scoring Aid]

'''Subscales'''

*[https://mfr.osf.io/render?url=https://osf.io/976xg/?action=download%26mode=render Generalized Anxiety Child Self-reported]

*[https://mfr.osf.io/render?url=https://osf.io/y3qp7/?action=download%26mode=render Generalized Anxiety Parent-reported]
*[https://mfr.osf.io/render?url=https://osf.io/4gc8d/?action=download%26mode=render Panic Self-Report]
*[https://mfr.osf.io/render?url=https://osf.io/nhcsu/?action=download%26mode=render Panic Parent-Report]

'''[https://osf.io/2fm4r/download Translations]'''

'''[https://mfr.osf.io/render?url=https://osf.io/qsjh9/?action=download%26mode=render User Guide]'''

* 
|-
|[[wikipedia:Spence_Children's_Anxiety_Scale|Spence Children’s Anxiety Scale (SCAS)]]
| Questionnaire (Child, Parent)
| 7-19
| 11 minutes
|NA&lt;ref name=&quot;:0&quot; /&gt;
| A&lt;ref name=&quot;:0&quot; /&gt;
| E&lt;ref name=&quot;:0&quot; /&gt;
| E&lt;ref name=&quot;:0&quot; /&gt;
| 
|[https://www.scaswebsite.com/ SCAS homepage]

[https://www.scaswebsite.com/wp-content/uploads/2021/07/scas.pdf Child Version PDF]
[https://www.scaswebsite.com/wp-content/uploads/2021/07/scas-parent-qaire.pdf Parent Version PDF]
|-
|[[wikipedia:Generalized_Anxiety_Disorder_7|GAD-7 Scale]]
|Self report
|18+
|5 minutes
|G&lt;ref name=&quot;:0&quot; /&gt;
|Intraclass correlation 0.83&lt;ref&gt;{{Cite journal|last=Spitzer|first=Robert L.|last2=Kroenke|first2=Kurt|last3=Williams|first3=Janet B. W.|last4=Löwe|first4=Bernd|date=2006-05-22|title=A Brief Measure for Assessing Generalized Anxiety Disorder|url=http://archinte.jamanetwork.com/article.aspx?doi=10.1001/archinte.166.10.1092|journal=Archives of Internal Medicine|language=en|volume=166|issue=10|doi=10.1001/archinte.166.10.1092|issn=0003-9926}}&lt;/ref&gt;
|G&lt;ref name=&quot;:0&quot; /&gt;
|G&lt;ref name=&quot;:0&quot; /&gt;
|&lt;ref name=&quot;:0&quot; /&gt;[[File:Light green check.svg|center|frameless|50x50px]]
|GAD-7 homepage
[https://www.integration.samhsa.gov/clinical-practice/GAD708.19.08Cartwright.pdf PDF] (english)

[http://www.coloradohealthpartnerships.com/provider/integrated/GAD7-Spanish.pdf PDF] (spanish)
|-
|Kessler Psychological Stress Scale (K10 and K6 Scales)
|Self or interview administered
|
|
|
|
|
|
|
|[https://www.hcp.med.harvard.edu/ncs/k6_scales.php Available in many languages]
|-
| Worry and Anxiety Questionnaire (WAQ)
|Self report
| 
| 10 minutes 
| NA&lt;ref name=&quot;:0&quot; /&gt;
| A&lt;ref name=&quot;:0&quot; /&gt;
| A&lt;ref name=&quot;:0&quot; /&gt;
| G&lt;ref name=&quot;:0&quot; /&gt;
|&lt;ref name=&quot;:0&quot; /&gt;[[File:Light green check.svg|center|frameless|50x50px]]
|WAQ homepage

[https://uqo.ca/file/19980/download?token=Cmpts0MF PDF]
|-
|Brown Assessment of Beliefs Scale (BABS)
|
|
|
|G&lt;ref name=&quot;:0&quot; /&gt;
|A&lt;ref name=&quot;:0&quot; /&gt;
|G&lt;ref name=&quot;:0&quot; /&gt;
|G&lt;ref name=&quot;:0&quot; /&gt;
|[[File:Light green check.svg|center|frameless|50x50px]]&lt;ref name=&quot;:0&quot; /&gt;
|
* [https://mfr.osf.io/render?url=https://osf.io/bqr2e/?action=download%26mode=render BABS Adult] 
* [https://mfr.osf.io/render?url=https://osf.io/z5s8a/?action=download%26mode=render BABS Original Publication]
|-
|Back Anxiety Inventory (BAI)
|Self-report
|17-80
|5-10 minutes
|G&lt;ref name=&quot;:0&quot; /&gt;
|
|G&lt;ref name=&quot;:0&quot; /&gt;
|G&lt;ref name=&quot;:0&quot; /&gt;
|
|BAI homepage
[https://www.gphealth.org/media/1087/anxiety.pdf PDF]
|-
|The Clinically Useful Anxiety Outcome Scale (CUXOS)
|Self-report
|18-85
|Less than 2 minutes
|E&lt;ref name=&quot;:0&quot; /&gt;
|
|E&lt;ref name=&quot;:0&quot; /&gt;
|G&lt;ref name=&quot;:0&quot; /&gt;
|
|CUXOS homepage
[https://outcometracker.org/CUXOS.pdf PDF]
|-
|Achenbach System of Empirically Based Assessments (ASEBA): Child Behavior Checklist (CBCL), Teacher Report Form (TRF), Youth Self-Report (YSR)
|CBCL: Parent report,
TRF: Teacher report,

YSR: Child report
|6-18 (CBCL &amp; TRF), 11-18 (YSR)&lt;ref name=&quot;:7&quot;&gt;{{Cite book|url=https://www.worldcat.org/oclc/1130319849|title=Assessment of disorders in childhood and adolescence|date=2020|others=Eric Arden Youngstrom, Mitchell J. Prinstein, Eric J. Mash, Russell A. Barkley|isbn=978-1-4625-4363-2|edition=Fifth edition|location=New York, NY|oclc=1130319849}}&lt;/ref&gt;
|10 - 15 minutes&lt;ref name=&quot;:7&quot; /&gt;
|A&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|G&lt;ref name=&quot;:0&quot; /&gt;
|
|ASEBA homepage
[https://aseba.org/forms/schoolagecbcl.pdf PDF]
|}

'''Note:''' L = Less than adequate; A = Adequate; G = Good; E = Excellent; U = Unavailable; NA = Not applicable

=== Likelihood ratios and AUCs of screening instruments for GAD ===
* '''''For a list of the likelihood ratios for more broadly reaching screening instruments, [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prediction_phase&amp;wteswitched=1#Likelihood_ratios_and_AUCs_of_common_screening_instruments click here.]''''' 
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
! Screening Measure (Primary Reference)
! Format (Reporter)
! Area Under Curve (AUC)
! LR+ (Score)
! LR- (Score)
! Citation
! Clinical Generalizability
|-
| Penn State Worry Questionnaire (PSWQ''')'''&lt;ref&gt;{{Cite journal|last=Meyer|first=T.J.|last2=Miller|first2=M.L.|last3=Metzger|first3=R.L.|last4=Borkovec|first4=Thomas D.|title=Development and validation of the penn state worry questionnaire|url=https://doi.org/10.1016/0005-7967(90)90135-6|journal=Behaviour Research and Therapy|volume=28|issue=6|pages=487–495|doi=10.1016/0005-7967(90)90135-6}}&lt;/ref&gt;
| Questionnaire (Child)
| 0.74
(N=164)
| 1.8 (65+)
| 0.5 (&lt; 65)
| Fresco, D.M., Mennin, D.S., Heimberg, R.G., Turk, C.L. (2003)&lt;ref&gt;{{Cite journal|last=Fresco|first=David M.|last2=Mennin|first2=Douglas S.|last3=Heimberg|first3=Richard G.|last4=Turk|first4=Cynthia L.|title=Using the Penn State Worry Questionnaire to identify individuals with generalized anxiety disorder: a receiver operating characteristic analysis|url=http://linkinghub.elsevier.com/retrieve/pii/S0005791603000569|journal=Journal of Behavior Therapy and Experimental Psychiatry|volume=34|issue=3-4|pages=283–291|doi=10.1016/j.jbtep.2003.09.001}}&lt;/ref&gt;
| Generalized Anxiety Disorder vs. social anxiety disorder, adults presenting to specialty anxiety clinic
|-
| rowspan=&quot;2&quot; |[[wikipedia:Screen_for_child_anxiety_related_disorders#PDFs_and_automated_scoring_for_SCARED|Screen for Child Anxiety Related Disorders (SCARED)]]&lt;ref name=&quot;BirmaherEtAl1997&quot;/&gt;
| rowspan=&quot;2&quot; | Questionnaire (Child, Parent)
| .70 
(N=243)
| 5.0 (+32)
| .04
| (Birmaher et al., 1997)&lt;ref name=&quot;BirmaherEtAl1997&quot;/&gt;
| rowspan=&quot;2&quot; | High: Pure anxiety disorder versus non-anxiety psychiatric disorder, excluding children with disruptive disorder and depression
|-
| 0.911 (First screen)
(N= 923)
| 2.81 (4+; FS)
| 0.15 (4-; FS)
| Hale III, et al., 2014&lt;ref name=&quot;HaleEtAl2014&quot;/&gt;
|-
| STAIC&lt;ref&gt;{{Cite journal|last=Hodges|first=Kay|title=Depression and anxiety in children: A comparison of self-report questionnaires to clinical interview.|url=http://dx.doi.org/10.1037/1040-3590.2.4.376|journal=Psychological Assessment|language=en|volume=2|issue=4|pages=376–381|doi=10.1037/1040-3590.2.4.376}}&lt;/ref&gt;
| Questionnaire (Child, Parent)
| -- (N=70)
| 2 (+69)
| .79
| DLR: (Hodges, 1990)
| STAIC does well in discriminating between children and adolescents with anxiety disorders and youth without a disorder and moderately well in measuring treatment response and discriminating youth with anxiety disorders from those with externalizing disorders&lt;ref name=&quot;SeligmanEtAl2004&quot;/&gt;
|-
| RCADS&lt;ref name=&quot;ChorpitaEtAl2000&quot;/&gt;
| Questionnaire (Child)
| -- (N=513)
| 9.8
| 0.24
| DLR: (Chorpita, Moffitt &amp;amp; Gray, 2005)&lt;ref name=&quot;ChorpitaEtAl2005&quot;/&gt;
| High: Several studies demonstrate support for the RCADS in non-referred samples of youth
|-
| SCAS&lt;ref&gt;{{Cite journal|last=Spence|first=Susan H.|title=A measure of anxiety symptoms among children|url=https://doi.org/10.1016/S0005-7967(98)00034-5|journal=Behaviour Research and Therapy|volume=36|issue=5|pages=545–566|doi=10.1016/s0005-7967(98)00034-5}}&lt;/ref&gt;
| Questionnaire (Child, Parent)
| 0.83
(N=654)
| --
| --
| (Nauta et al., under review)
|
|-
| Generalized Anxiety Disorder Scale (GADS)&lt;ref name=&quot;SpitzerEtAl2006&quot;/&gt;
| Questionnaire
| 0.88
(N = 438)
| 6.3 (5+)
| .41 (5-)
| Wild et al., 2014
| Elderly persons (ages 58–82) from general population in German
|-
|Generalized Anxiety Disorder Screener (GAD-7)&lt;ref&gt;{{Cite journal|last=Plummer|first=Faye|last2=Manea|first2=Laura|last3=Trepel|first3=Dominic|last4=McMillan|first4=Dean|date=2016-03-01|title=Screening for anxiety disorders with the GAD-7 and GAD-2: a systematic review and diagnostic metaanalysis|url=https://www.sciencedirect.com/science/article/pii/S0163834315002406|journal=General Hospital Psychiatry|language=en|volume=39|pages=24–31|doi=10.1016/j.genhosppsych.2015.11.005|issn=0163-8343}}&lt;/ref&gt;
|Questionnaire
|0.906&lt;ref&gt;{{Cite journal|last=Spitzer|first=Robert L.|last2=Kroenke|first2=Kurt|last3=Williams|first3=Janet B. W.|last4=Löwe|first4=Bernd|date=2006-05-22|title=A Brief Measure for Assessing Generalized Anxiety Disorder: The GAD-7|url=http://archinte.jamanetwork.com/article.aspx?doi=10.1001/archinte.166.10.1092|journal=Archives of Internal Medicine|language=en|volume=166|issue=10|pages=1092|doi=10.1001/archinte.166.10.1092|issn=0003-9926}}&lt;/ref&gt;
(N = 2149)
|5.17 (8+)
|.20 (8-)
|Plummer et al., 2016
|Adults aged 16 years and older in any setting (meta-analysis)
|-
|CBCL Anxious/Depressed Scale T-score&lt;ref&gt;{{Cite journal|last=Eimecke|first=Sylvia D.|last2=Remschmidt|first2=Helmut|last3=Mattejat|first3=Fritz|date=2011-03|title=Utility of the Child Behavior Checklist in screening depressive disorders within clinical samples|url=https://linkinghub.elsevier.com/retrieve/pii/S0165032710005458|journal=Journal of Affective Disorders|language=en|volume=129|issue=1-3|pages=191–197|doi=10.1016/j.jad.2010.08.011}}&lt;/ref&gt;
|Questionnaire
|.75 (N = 1445)
|1.49 (9+)
|.67(9-)
|Eimecke et al., (2011)
|Inpatient and outpatient children and adolescents
|}

'''Note:''' “LR+” refers to the change in likelihood ratio associated with a positive test score, and “LR-” is the likelihood ratio for a low score. Likelihood ratios of 1 indicate that the test result did not change impressions at all. LRs larger than 10 or smaller than .10 are frequently clinically decisive; 5 or .20 are helpful, and between 2.0 and .5 are small enough that they rarely result in clinically meaningful changes of formulation&lt;ref&gt;Sackett, D. L., Straus, S. E., Richardson, W. S., Rosenberg, W., &amp; Haynes, R. B. (2000). Evidence-based medicine: How to practice and teach EBM. Edinburgh: Churchill Livingstone.&lt;/ref&gt;.

'''Search terms:''' [General Anxiety Disorder] AND [children OR adolescents OR pediatric] AND [sensitivity OR specificity] in GoogleScholar and PsycINFO

=== Interpreting GAD screening measure scores ===
* For information on interpreting screening measure scores, click [[Evidence based assessment/Prediction phase#Interpreting screening measure scores|here.]]

==[[Evidence based assessment/Prescription phase|'''Prescription phase''']]==
===Gold standard diagnostic interviews===
* For a list of broad reaching diagnostic interviews sortable by disorder with PDFs (if applicable), [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prescription_phase&amp;wteswitched=1#Common_Diagnostic_Interviews click here.]

=== Recommended diagnostic instruments for GAD ===
{| class=&quot;wikitable sortable&quot;
! colspan=&quot;10&quot; |Diagnostic instruments for GAD
|-
!Measure
!Format (Reporter)
!Age Range
!Administration/
Completion Time
!Interrater Reliability
!Test-Retest Reliability
!Construct Validity
!Content Validity
!Highly Recommended
!Free and Accessible Measures
|-
|Anxiety Disorders Interview Schedule for Children (ADIS-C)&lt;ref name=&quot;:1&quot;&gt;{{Cite journal|date=2001-08-01|title=Test-Retest Reliability of Anxiety Symptoms and Diagnoses With the Anxiety Disorders Interview Schedule for DSM-IV: Child and Parent Versions|url=https://www.sciencedirect.com/science/article/pii/S0890856709603427|journal=Journal of the American Academy of Child &amp; Adolescent Psychiatry|language=en|volume=40|issue=8|pages=937–944|doi=10.1097/00004583-200108000-00016|issn=0890-8567}}&lt;/ref&gt;
|Child
|6-16&lt;ref name=&quot;:5&quot;&gt;{{Cite journal|last=LYNEHAM|first=HEIDI J.|last2=ABBOTT|first2=MAREE J.|last3=RAPEE|first3=RONALD M.|date=2007-06|title=Interrater Reliability of the Anxiety Disorders Interview Schedule for DSM-IV: Child and Parent Version|url=https://doi.org/10.1097/chi.0b013e3180465a09|journal=Journal of the American Academy of Child &amp;amp; Adolescent Psychiatry|volume=46|issue=6|pages=731–736|doi=10.1097/chi.0b013e3180465a09|issn=0890-8567}}&lt;/ref&gt;
|Varies
|E&lt;ref name=&quot;:1&quot; /&gt;
|E&lt;ref name=&quot;:1&quot; /&gt;
|G to E&lt;ref name=&quot;:1&quot; /&gt;
|N/A
|
|[https://www.google.com/books/edition/Anxiety_Disorders_Interview_Schedule_ADI/TOtZAAAACAAJ?hl=en Purchase]
|-
|Anxiety Disorders Interview Schedule for Children (ADIS-P)&lt;ref name=&quot;:1&quot; /&gt;
|Parent
|6-16&lt;ref name=&quot;:5&quot; /&gt;
|Varies
|E&lt;ref name=&quot;:1&quot; /&gt;
|E&lt;ref name=&quot;:1&quot; /&gt;
|E&lt;ref name=&quot;:1&quot; /&gt;
|N/A
|
|[https://www.google.com/books/edition/Anxiety_Disorders_Interview_Schedule_ADI/TOtZAAAACAAJ?hl=en Purchase]
|-
|Anxiety Disorders Interview Schedule for DSM-IV (ADIS-IV)
&lt;nowiki&gt;*&lt;/nowiki&gt;not free
|Adult 
|16+
|Varies
|A&lt;ref name=&quot;:0&quot; /&gt;
|NA&lt;ref name=&quot;:0&quot; /&gt;
|A&lt;ref name=&quot;:0&quot; /&gt;
|A&lt;ref name=&quot;:0&quot; /&gt;
|&lt;ref name=&quot;:0&quot; /&gt;[[File:Light green check.svg|center|frameless|50x50px]]
|
|-
|Structured Clinical Interview for DSM-IV-TR for Axis I Disorders (SCID-I/P)
&lt;nowiki&gt;*&lt;/nowiki&gt;not free
|
|
|Varies
|A&lt;ref name=&quot;:0&quot; /&gt;
|NA&lt;ref name=&quot;:0&quot; /&gt;
|A&lt;ref name=&quot;:0&quot; /&gt;
|A&lt;ref name=&quot;:0&quot; /&gt;
|
|[http://www.scid4.org/ Website and purchase]
|-
|Structured Clinical Interview for DSM-IV-TR for Axis II Disorders (SCID-II)
&lt;nowiki&gt;*&lt;/nowiki&gt;not free
|
|
|Varies
|E&lt;ref name=&quot;:0&quot; /&gt;
|NA&lt;ref name=&quot;:0&quot; /&gt;
|U&lt;ref name=&quot;:0&quot; /&gt;
|U&lt;ref name=&quot;:0&quot; /&gt;
|
|[http://www.scid4.org/ Website and purchase]
|-
|Structured Clinical Interview for DSM-IV (SCID-IV)
&lt;nowiki&gt;*&lt;/nowiki&gt;not free
|
|
|Varies
|A&lt;ref name=&quot;:0&quot; /&gt;
|A&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|E&lt;ref name=&quot;:0&quot; /&gt;
|
|[http://www.scid4.org/ Website and purchase]
|-
|Anxiety and Related Disorders Interview Schedule for DSM-5 (ADIS-5)
|Structured Interview (Adult)
|16+
|Varies
|
|
|
|
|
|[https://global.oup.com/academic/product/anxiety-and-related-disorders-interview-schedule-for-dsm-5-adis-5---adult-version-9780199325160?cc=us&amp;lang=en&amp; Purchase]
|-
|Structured Clinical Interview for DSM-5 Clinician Version (SCID-5- CV)&lt;ref name=&quot;:6&quot;&gt;{{Cite journal|last=Shabani|first=Amir|last2=Masoumian|first2=Samira|last3=Zamirinejad|first3=Somayeh|last4=Hejri|first4=Maryam|last5=Pirmorad|first5=Tahereh|last6=Yaghmaeezadeh|first6=Hooman|date=2021-05|title=Psychometric properties of Structured Clinical Interview for DSM‐5 Disorders‐Clinician Version (SCID‐5‐CV)|url=https://onlinelibrary.wiley.com/doi/10.1002/brb3.1894|journal=Brain and Behavior|language=en|volume=11|issue=5|doi=10.1002/brb3.1894|issn=2162-3279|pmc=PMC8119811|pmid=33729681}}&lt;/ref&gt;
|Structured Interview (Adult)
|16+
|Varies
|E&lt;ref name=&quot;:6&quot; /&gt;
|A&lt;ref name=&quot;:6&quot; /&gt;
|
|
|
|[https://www.columbiapsychiatry.org/research/research-labs/diagnostic-and-assessment-lab/structured-clinical-interview-dsm-disorders-11 Purchase]
|}
'''Note:''' L = Less than adequate; A = Adequate; G = Good; E = Excellent; U = Unavailable; NA = Not applicable

=== Severity interviews for GAD===
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
|-
! Measure
! Format (Reporter)
! Age Range
! Administration/
Completion Time
! Interrater Reliability
! Test-Retest Reliability
! Construct Validity
! Content Validity
! Highly Recommended
!Free and Accessible Measures
|-
| Children's Depression Rating Scale - Revised (CDRS-R)
| Structured Interview&lt;ref name=&quot;:4&quot;&gt;{{Cite journal|last=Mayes|first=Taryn L.|last2=Bernstein|first2=Ira H.|last3=Haley|first3=Charlotte L.|last4=Kennard|first4=Betsy D.|last5=Emslie|first5=Graham J.|date=2010-12|title=Psychometric Properties of the Children's Depression Rating Scale–Revised in Adolescents|url=https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3003451/|journal=Journal of Child and Adolescent Psychopharmacology|volume=20|issue=6|pages=513–516|doi=10.1089/cap.2010.0063|issn=1044-5463|pmc=PMC3003451|pmid=21186970}}&lt;/ref&gt;
| 6-12
| 15-20 minutes
| G
| A
| G
| G
| X
|
* Link to purchase [https://www.wpspublish.com/cdrs-r-childrens-depression-rating-scale-revised]
*[http://www.opapc.com/uploads/documents/CDRS-R.pdf PDF] (excerpt)
|}
'''Note:''' '''L''' = Less than adequate; '''A''' = Adequate; '''G''' = Good; '''E''' = Excellent; '''U''' = Unavailable; '''NA''' = Not applicable

==[[Evidence based assessment/Process phase|'''Process phase''']]==
The following section contains a list of process and outcome measures for generalized anxiety disorder. The section includes benchmarks based on published norms for several outcome and severity measures, as well as information about commonly used process measures. Process and outcome measures are used as part of the [[Evidence based assessment/Process phase|process phase]] of assessment. For more information of differences between process and outcome measures, see the page on the [[Evidence based assessment/Process phase|process phase of assessment]]. 
=== Process measures ===

=== Outcome and severity measures ===
* This table includes clinically significant benchmarks for '''(insert portfolio name here)''' specific outcome measures
* Information on how to interpret this table can be [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Process_phase found here].
* Additionally, these [[Evidence based assessment/Vignettes|vignettes]] might be helpful resources for understanding appropriate adaptation of outcome measures in practice.
*''&lt;u&gt;For clinically significant change benchmarks for the CBCL, YSR, and TRF total, externalizing, internalizing, and attention benchmarks,&lt;/u&gt;'' [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Process_phase&amp;wteswitched=1#Clinically_significant_change_benchmarks_for_widely-used_outcome_measures see here.]

{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
| colspan=&quot;7&quot; |'''Clinically significant change benchmarks with common instruments for GAD'''
|-
| rowspan=1&quot; style=&quot;text-align:center;font-size:130%;&quot; | &lt;b&gt; Measure&lt;/b&gt;
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:130%&quot; width=&quot;300&quot; | &lt;b&gt; Cut-off scores&lt;/b&gt;
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:120%&quot; | &lt;b&gt; Critical Change &lt;br&gt; (unstandardized scores)&lt;/b&gt;
|-
| colspan=&quot;7&quot;  span style=&quot;font-size:110%; text-align:center;&quot; | &lt;b&gt; Benchmarks Based on Published Norms&lt;/b&gt;
|-
| colspan=&quot;1&quot; |
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; A&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; B&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; C&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; 95%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; 90%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; SE&lt;sub&gt;difference&lt;/sub&gt;&lt;/b&gt;
|-
| rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | &lt;b&gt; GAD-7&lt;/b&gt;
| style=“text-align:center;”| -1
| style=“text-align:center;”| 1.3
| style=“text-align:center;”| 0.5
| style=“text-align:center;”| 0.6
| style=“text-align:center;”| 0.5
| style=“text-align:center;”| 0.3
|-
| rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | &lt;b&gt; PSWQ&lt;/b&gt;
| style=“text-align:center;”|  51
| style=“text-align:center;”|  73
| style=“text-align:center;”|  59
| style=“text-align:center;”|  9
| style=“text-align:center;”|  8
| style=“text-align:center;”|  4.8
|-
| rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | &lt;b&gt; SCARED &lt;/b&gt;
| style=“text-align:center;”|  9.9
| style=“text-align:center;”|  18.1
| style=“text-align:center;”|  15.3
| style=“text-align:center;”|  8.9
| style=“text-align:center;”|  7.5
| style=“text-align:center;”|  4.5
|-
| rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | &lt;b&gt; STAIC&lt;/b&gt;
| style=“text-align:center;”|  0.9
| style=“text-align:center;”|  30.1
| style=“text-align:center;”|  18.2
| style=“text-align:center;”|  18.9
| style=“text-align:center;”|  15.9
| style=“text-align:center;”|  9.6
|-
| rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | &lt;b&gt; RCADS&lt;/b&gt;
| style=“text-align:center;”|  -1.1
| style=“text-align:center;”|  12.7
| style=“text-align:center;”|  6.6
| style=“text-align:center;”|  7.3
| style=“text-align:center;”|  6.1
| style=“text-align:center;”|  3.7
|-
| rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | &lt;b&gt; SCAS&lt;/b&gt;
| style=“text-align:center;”|  -0.7
| style=“text-align:center;”|  15.1
| style=“text-align:center;”|  5.4
| style=“text-align:center;”|  6.2
| style=“text-align:center;”|  5.2
| style=“text-align:center;”|  3.2
|}

'''Note:''' “A” = Away from the clinical range, “B” = Back into the nonclinical range, “C” = Closer to the nonclinical than clinical mean.

'''Search terms:''' [General Anxiety Disorder] AND [children OR adolescents OR pediatric] AND [clinical significance OR outcomes] in GoogleScholar and PsycINFO

=== Treatment ===
{{collapse top| Click here for treatment information}}
Individuals suffering from GAD tend to be high users of outpatient medical care. When treating GAD, physicians should first determine whether pharmacotherapy, psychotherapy, or a combination of the two treatments would be most beneficial to the patient. Literature suggests that treatment of GAD frequently consists of a combination of psychotherapy and pharmacotherapy. Although these therapies have the potential to be effective individually, previous work demonstrates that when combined the degree of clinically significant change increases significantly. Recent studies (e.g., Gorman, 2003&lt;ref name=&quot;Gorman2003&quot; /&gt;; Walkup et al., 2008&lt;ref name=&quot;WalkupEtAl2008&quot; /&gt;) have provided evidence to support this claim with the most efficacious medication and behavioral interventions listed below.

# '''Medication Interventions'''
## ''Sertraline (Zoloft)'' has been shown to reduce experiences and effects of GAD above and beyond that of placebo conditions.
## ''Pregabalin.'' The mean baseline-to-endpoint decreases in total Hamilton anxiety scale score in the patients given 150 mg/day of pregabalin (–9.2) was significantly greater than the decrease in those given placebo (–6.8)&lt;ref name=&quot;PandeEtAl2003&quot; /&gt;.
## ''Paroxetine.'' Remission was achieved by 30% of patients in the 20-mg paroxetine groups compared with 20% given placebo. For all three domains of the Sheehan Disability Scale, significantly greater improvement was seen with paroxetine than placebo&lt;ref name=&quot;RickelsEtAl2003&quot; /&gt;.
# '''Behavioral interventions'''
## ''Cognitive behavioral therapy.'' Fourteen 60-minute sessions, which include CBT in anxiety-management skills, followed by behavioral exposure to anxiety-provoking situations have been shown to be effective in treating GAD. A review of studies by Fisher and Durham (1999)&lt;ref name=&quot;FisherEtAl1999&quot; /&gt; revealed significant recovery rates at a 6 month follow up after CBT. 
## ''Exposure therapy and modeling therapy.'' One meta-analysis found that virtual reality exposure therapy for anxiety disorders had a large effect size (Cohen's d=1.11) compared to controls.&lt;ref&gt;{{Cite journal|last=Powers|first=Mark B.|last2=Emmelkamp|first2=Paul M.G.|title=Virtual reality exposure therapy for anxiety disorders: A meta-analysis|url=https://doi.org/10.1016/j.janxdis.2007.04.006|journal=Journal of Anxiety Disorders|volume=22|issue=3|pages=561–569|doi=10.1016/j.janxdis.2007.04.006}}&lt;/ref&gt; 
## ''Mindfulness meditation.'' New treatment options such as mindfulness meditation-based stress reduction interventions have also shown to reduce symptoms over the long-term.&lt;ref&gt;{{Cite journal|last=Miller|first=J. J.|last2=Fletcher|first2=K.|last3=Kabat-Zinn|first3=J.|date=May 1995|title=Three-year follow-up and clinical implications of a mindfulness meditation-based stress reduction intervention in the treatment of anxiety disorders|url=https://www.ncbi.nlm.nih.gov/pubmed/7649463|journal=General Hospital Psychiatry|volume=17|issue=3|pages=192–200|issn=0163-8343|pmid=7649463}}&lt;/ref&gt;
# '''Combination treatment'''
## Previous research suggests that combination therapy that includes components of psychotherapy and pharmacotherapy are the most efficacious in treating GAD. In a study comparing the efficacies GAD treatments, Walkup and colleagues demonstrated a 21-25% improvement of combination therapy over cognitive behavioral therapy or sertraline alone during short-term treatment. These findings suggest that among effective treatments, combination therapy has the potential to provide the best chance for a positive outcome. See Gorman, 2003&lt;ref name=&quot;Gorman2003&quot; /&gt;; Walkup et al., 2008&lt;ref name=&quot;WalkupEtAl2008&quot; /&gt;.
{{collapse bottom}}
* Please refer to the page on [[wikipedia:Generalized_anxiety_disorder|generalized anxiety disorder]] for more information on available treatment or go to [http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/fear-worry-and-anxiety/ Effective Child Therapy] for a curated resource on effective treatments for GAD.
*For information on conducting Exposure Therapy for anxiety disordered youth, see [https://www.bravepracticeforkids.com/ www.BravePracticeForKids.com]

=='''External Resources'''==

# [http://apps.who.int/classifications/icd10/browse/2010/en#/F41.1 ICD-10 diagnostic criteria]
# [https://en.wikiversity.org/w/index.php?title=Helping_Give_Away_Psychological_Science/Resources/Annotated_List_of_Where_and_How_to_Find_a_Therapist&amp;wteswitched=1#Other_low-cost_options Find-a-Therapist] 
#*This is a curated list of find-a-therapist websites where you can find a provider
# [https://www.nimh.nih.gov/health/topics/anxiety-disorders/index.shtml NIMH] entry about anxiety disorders
# OMIM (Online Mendelian Inheritance in Man)
#*[https://www.omim.org/entry/607834 607834]
# [https://emedicine.medscape.com/article/286227-overview#a2 eMedicine entry about anxiety disorders]
#[https://sccap53.org Society of Clinical Child and Adolescent Psychology]
#[http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/fear-worry-and-anxiety/ Effective Child Therapy information on Fear, Worry, &amp; Anxiety]
#*Effective Child Therapy is website sponsored by Division 53 of the American Psychological Association (APA), or The [https://sccap53.org Society of Clinical Child and Adolescent Psychology] (SCCAP), in collaboration with the Association for Behavioral and Cognitive Therapies (ABCT). Use for information on symptoms and available treatments.
#[http://pediatricbipolar.pitt.edu/resources/instruments Links to SCARED Child, Parent, and Adult + Translations]

=='''References'''==
{{collapse top|Click here for references}}
{{Reflist|3|refs=

&lt;ref name=&quot;BirmaherEtAl1997&quot;&gt;{{cite journal|last1=Birmaher|first1=B|last2=Khetarpal|first2=S|last3=Brent|first3=D|last4=Cully|first4=M|last5=Balach|first5=L|last6=Kaufman|first6=J|last7=Neer|first7=SM|title=The Screen for Child Anxiety Related Emotional Disorders (SCARED): scale construction and psychometric characteristics.|journal=Journal of the American Academy of Child and Adolescent Psychiatry|date=April 1997|volume=36|issue=4|pages=545-53|pmid=9100430}}&lt;/ref&gt;

&lt;ref name=&quot;BrownJacobsenEtAl2011&quot;&gt;{{cite journal|last1=Brown-Jacobsen|first1=AM|last2=Wallace|first2=DP|last3=Whiteside|first3=SP|title=Multimethod, multi-informant agreement, and positive predictive value in the identification of child anxiety disorders using the SCAS and ADIS-C.|journal=Assessment|date=September 2011|volume=18|issue=3|pages=382-92|pmid=20644080}}&lt;/ref&gt;

&lt;ref name=&quot;CostelloEtAl1996&quot;&gt;{{cite journal|last1=Costello|first1=EJ|last2=Angold|first2=A|last3=Burns|first3=BJ|last4=Stangl|first4=DK|last5=Tweed|first5=DL|last6=Erkanli|first6=A|last7=Worthman|first7=CM|title=The Great Smoky Mountains Study of Youth. Goals, design, methods, and the prevalence of DSM-III-R disorders.|journal=Archives of general psychiatry|date=December 1996|volume=53|issue=12|pages=1129-36|pmid=8956679}}&lt;/ref&gt;

&lt;ref name=&quot;ChorpitaEtAl2000&quot;&gt;{{cite journal|last1=Chorpita|first1=BF|last2=Yim|first2=L|last3=Moffitt|first3=C|last4=Umemoto|first4=LA|last5=Francis|first5=SE|title=Assessment of symptoms of DSM-IV anxiety and depression in children: a revised child anxiety and depression scale.|journal=Behaviour research and therapy|date=August 2000|volume=38|issue=8|pages=835-55|pmid=10937431}}&lt;/ref&gt;

&lt;ref name=&quot;ChorpitaEtAl2005&quot;&gt;{{cite journal|last1=Chorpita|first1=BF|last2=Moffitt|first2=CE|last3=Gray|first3=J|title=Psychometric properties of the Revised Child Anxiety and Depression Scale in a clinical sample.|journal=Behaviour research and therapy|date=March 2005|volume=43|issue=3|pages=309-22|pmid=15680928}}&lt;/ref&gt;

&lt;ref name=&quot;FisherEtAl1999&quot;&gt;{{cite journal|last1=Fisher|first1=PL|last2=Durham|first2=RC|title=Recovery rates in generalized anxiety disorder following psychological therapy: an analysis of clinically significant change in the STAI-T across outcome studies since 1990.|journal=Psychological medicine|date=November 1999|volume=29|issue=6|pages=1425-34|pmid=10616949}}&lt;/ref&gt;

&lt;ref name=&quot;Gorman2003&quot;&gt;{{cite journal|last1=Gorman|first1=JM|title=Treating generalized anxiety disorder.|journal=The Journal of clinical psychiatry|date=2003|volume=64 Suppl 2|pages=24-9|pmid=12625796}}&lt;/ref&gt;

&lt;ref name=&quot;HaleEtAl2014&quot;&gt;{{cite journal|last1=Hale III|first1=WW|last2=Raaijmakers|first2=QA|last3=van Hoof|first3=A|last4=Meeus|first4=WH|title=Improving Screening Cut-Off Scores for DSM-5 Adolescent Anxiety Disorder Symptom Dimensions with the Screen for Child Anxiety Related Emotional Disorders.|journal=Psychiatry journal|date=2014|volume=2014|pages=517527|pmid=24829901}}&lt;/ref&gt;

&lt;ref name=&quot;KayeEtAl2004&quot;&gt;{{cite journal|last1=Kaye|first1=WH|last2=Bulik|first2=CM|last3=Thornton|first3=L|last4=Barbarich|first4=N|last5=Masters|first5=K|title=Comorbidity of anxiety disorders with anorexia and bulimia nervosa.|journal=The American journal of psychiatry|date=December 2004|volume=161|issue=12|pages=2215-21|pmid=15569892}}&lt;/ref&gt;

&lt;ref name=&quot;KesslerEtAl2012&quot;&gt;{{cite journal|last1=Kessler|first1=RC|last2=Petukhova|first2=M|last3=Sampson|first3=NA|last4=Zaslavsky|first4=AM|last5=Wittchen H|first5=-U|title=Twelve-month and lifetime prevalence and lifetime morbid risk of anxiety and mood disorders in the United States.|journal=International journal of methods in psychiatric research|date=September 2012|volume=21|issue=3|pages=169-84|pmid=22865617}}&lt;/ref&gt;

&lt;ref name=&quot;LynehamEtAl2007&quot;&gt;{{cite journal|last1=Lyneham|first1=HJ|last2=Abbott|first2=MJ|last3=Rapee|first3=RM|title=Interrater reliability of the Anxiety Disorders Interview Schedule for DSM-IV: child and parent version.|journal=Journal of the American Academy of Child and Adolescent Psychiatry|date=June 2007|volume=46|issue=6|pages=731-6|pmid=17513985}}&lt;/ref&gt;

&lt;ref name=&quot;MarchEtAl1997&quot;&gt;{{cite journal|last1=March|first1=JS|last2=Parker|first2=JD|last3=Sullivan|first3=K|last4=Stallings|first4=P|last5=Conners|first5=CK|title=The Multidimensional Anxiety Scale for Children (MASC): factor structure, reliability, and validity.|journal=Journal of the American Academy of Child and Adolescent Psychiatry|date=April 1997|volume=36|issue=4|pages=554-65|pmid=9100431}}&lt;/ref&gt;

&lt;ref name=&quot;McLeanEtAl2011&quot;&gt;{{cite journal|last1=McLean|first1=CP|last2=Asnaani|first2=A|last3=Litz|first3=BT|last4=Hofmann|first4=SG|title=Gender differences in anxiety disorders: prevalence, course of illness, comorbidity and burden of illness.|journal=Journal of psychiatric research|date=August 2011|volume=45|issue=8|pages=1027-35|pmid=21439576}}&lt;/ref&gt;

&lt;ref name=&quot;MerikangasEtAl2010&quot;&gt;{{cite journal|last1=Merikangas|first1=KR|last2=He|first2=JP|last3=Burstein|first3=M|last4=Swanson|first4=SA|last5=Avenevoli|first5=S|last6=Cui|first6=L|last7=Benjet|first7=C|last8=Georgiades|first8=K|last9=Swendsen|first9=J|title=Lifetime prevalence of mental disorders in U.S. adolescents: results from the National Comorbidity Survey Replication--Adolescent Supplement (NCS-A).|journal=Journal of the American Academy of Child and Adolescent Psychiatry|date=October 2010|volume=49|issue=10|pages=980-9|pmid=20855043}}&lt;/ref&gt;

&lt;ref name=&quot;PandeEtAl2003&quot;&gt;{{cite journal|last1=Pande|first1=AC|last2=Crockatt|first2=JG|last3=Feltner|first3=DE|last4=Janney|first4=CA|last5=Smith|first5=WT|last6=Weisler|first6=R|last7=Londborg|first7=PD|last8=Bielski|first8=RJ|last9=Zimbroff|first9=DL|last10=Davidson|first10=JR|last11=Liu-Dumaw|first11=M|title=Pregabalin in generalized anxiety disorder: a placebo-controlled trial.|journal=The American journal of psychiatry|date=March 2003|volume=160|issue=3|pages=533-40|pmid=12611835}}&lt;/ref&gt;

&lt;ref name=&quot;RickelsEtAl2003&quot;&gt;{{cite journal|last1=Rickels|first1=K|last2=Zaninelli|first2=R|last3=McCafferty|first3=J|last4=Bellew|first4=K|last5=Iyengar|first5=M|last6=Sheehan|first6=D|title=Paroxetine treatment of generalized anxiety disorder: a double-blind, placebo-controlled study.|journal=The American journal of psychiatry|date=April 2003|volume=160|issue=4|pages=749-56|pmid=12668365}}&lt;/ref&gt;

&lt;ref name=&quot;RobertsEtAl2007&quot;&gt;{{cite journal|last1=Roberts|first1=RE|last2=Roberts|first2=CR|last3=Xing|first3=Y|title=Rates of DSM-IV psychiatric disorders among adolescents in a large metropolitan area.|journal=Journal of psychiatric research|date=December 2007|volume=41|issue=11|pages=959-67|pmid=17107689}}&lt;/ref&gt;

&lt;ref name=&quot;SeligmanEtAl2004&quot;&gt;{{cite journal|last1=Seligman|first1=LD|last2=Ollendick|first2=TH|last3=Langley|first3=AK|last4=Baldacci|first4=HB|title=The utility of measures of child and adolescent anxiety: a meta-analytic review of the Revised Children's Manifest Anxiety Scale, the State-Trait Anxiety Inventory for Children, and the Child Behavior Checklist.|journal=Journal of clinical child and adolescent psychology : the official journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53|date=September 2004|volume=33|issue=3|pages=557-65|pmid=15271613}}&lt;/ref&gt;

&lt;ref name=&quot;WalkupEtAl2008&quot;&gt;{{cite journal|last1=Walkup|first1=JT|last2=Albano|first2=AM|last3=Piacentini|first3=J|last4=Birmaher|first4=B|last5=Compton|first5=SN|last6=Sherrill|first6=JT|last7=Ginsburg|first7=GS|last8=Rynn|first8=MA|last9=McCracken|first9=J|last10=Waslick|first10=B|last11=Iyengar|first11=S|last12=March|first12=JS|last13=Kendall|first13=PC|title=Cognitive behavioral therapy, sertraline, or a combination in childhood anxiety.|journal=The New England journal of medicine|date=25 December 2008|volume=359|issue=26|pages=2753-66|pmid=18974308}}&lt;/ref&gt;

&lt;ref name=&quot;WhitakerEtAl1990&quot;&gt;{{cite journal|last1=Whitaker|first1=A|last2=Johnson|first2=J|last3=Shaffer|first3=D|last4=Rapoport|first4=JL|last5=Kalikow|first5=K|last6=Walsh|first6=BT|last7=Davies|first7=M|last8=Braiman|first8=S|last9=Dolinsky|first9=A|title=Uncommon troubles in young people: prevalence estimates of selected psychiatric disorders in a nonreferred adolescent population.|journal=Archives of general psychiatry|date=May 1990|volume=47|issue=5|pages=487-96|pmid=2331210}}&lt;/ref&gt;

&lt;ref name=&quot;SpitzerEtAl2006&quot;&gt;{{cite journal|last1=Spitzer|first1=RL|last2=Kroenke|first2=K|last3=Williams|first3=JB|last4=Löwe|first4=B|title=A brief measure for assessing generalized anxiety disorder: the GAD-7.|journal=Archives of internal medicine|date=22 May 2006|volume=166|issue=10|pages=1092-7|pmid=16717171}}&lt;/ref&gt;

&lt;ref name=&quot;vanGastelEtAl2008&quot;&gt;{{cite journal|last1=van Gastel|first1=W|last2=Ferdinand|first2=RF|title=Screening capacity of the Multidimensional Anxiety Scale for Children (MASC) for DSM-IV anxiety disorders.|journal=Depression and anxiety|date=2008|volume=25|issue=12|pages=1046-52|pmid=18833579}}&lt;/ref&gt;

&lt;ref name=&quot;WoodEtAl2002&quot;&gt;{{cite journal|last1=Wood|first1=JJ|last2=Piacentini|first2=JC|last3=Bergman|first3=RL|last4=McCracken|first4=J|last5=Barrios|first5=V|title=Concurrent validity of the anxiety disorders section of the Anxiety Disorders Interview Schedule for DSM-IV: child and parent versions.|journal=Journal of clinical child and adolescent psychology : the official journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53|date=September 2002|volume=31|issue=3|pages=335-42|pmid=12149971}}&lt;/ref&gt;

&lt;ref name=&quot;ZimmermanEtAl2005&quot;&gt;{{cite journal|last1=Zimmerman|first1=M|last2=Rothschild|first2=L|last3=Chelminski|first3=I|title=The prevalence of DSM-IV personality disorders in psychiatric outpatients.|journal=The American journal of psychiatry|date=October 2005|volume=162|issue=10|pages=1911-8|pmid=16199838}}&lt;/ref&gt;

}}
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{{medical disclaimer}}
{{:{{ROOTPAGENAME}}/Sidebar}}
==[[Evidence based assessment/Portfolio template/What is a &quot;portfolio&quot;|'''What is a &quot;portfolio&quot;?''']]==

* For background information on what assessment portfolios are, click the link in the heading above.
* Does all this feel like TMI? Click [[Evidence-based assessment/Depression in youth (assessment portfolio)|here]] to go to a condensed version.

==[[Evidence based assessment/Preparation phase|'''Preparation phase''']]==

===Diagnostic criteria for depression in youth ===
{{blockquotetop}}'''ICD-11 Diagnostic Criteria'''
*Depressive Disorders
**Depressive disorders are characterized by depressive mood (e.g., sad, irritable, empty) or loss of pleasure accompanied by other cognitive, behavioural, or neurovegetative symptoms that significantly affect the individual’s ability to function. A depressive disorder should not be diagnosed in individuals who have ever experienced a manic, mixed or hypomanic episode, which would indicate the presence of a bipolar disorder.
*Single Episode Depressive Disorder
**Single episode depressive disorder is characterized by the presence or history of one depressive episode when there is no history of prior depressive episodes. A depressive episode is characterized by a period of almost daily depressed mood or diminished interest in activities lasting at least two weeks accompanied by other symptoms such as difficulty concentrating, feelings of worthlessness or excessive or inappropriate guilt, hopelessness, recurrent thoughts of death or suicide, changes in appetite or sleep, psychomotor agitation or retardation, and reduced energy or fatigue. There have never been any prior manic, hypomanic, or mixed episodes, which would indicate the presence of a bipolar disorder.
***Note: The ICD-11 lists 10 additional subcategories of single episode depressive disorder. They can be found [https://icd.who.int/browse11/l-m/en#/http%3a%2f%2fid.who.int%2ficd%2fentity%2f578635574 here].
*Recurrent Depressive Disorder
**Recurrent depressive disorder is characterized by a history or at least two depressive episodes separated by at least several months without significant mood disturbance. A depressive episode is characterized by a period of almost daily depressed mood or diminished interest in activities lasting at least two weeks accompanied by other symptoms such as difficulty concentrating, feelings of worthlessness or excessive or inappropriate guilt, hopelessness, recurrent thoughts of death or suicide, changes in appetite or sleep, psychomotor agitation or retardation, and reduced energy or fatigue. There have never been any prior manic, hypomanic, or mixed episodes, which would indicate the presence of a Bipolar disorder.
***Note: The ICD-11 lists 10 additional subcategories of recurrent depressive disorder. They can be found [https://icd.who.int/browse11/l-m/en#/http%3a%2f%2fid.who.int%2ficd%2fentity%2f1194756772 here].
*Dysthymic Disorder
**Dysthymic disorder is characterized by a persistent depressive mood (i.e., lasting 2 years or more), for most of the day, for more days than not. In children and adolescents depressed mood can manifest as pervasive irritability.The depressed mood is accompanied by additional symptoms such as markedly diminished interest or pleasure in activities, reduced concentration and attention or indecisiveness, low self-worth or excessive or inappropriate guilt, hopelessness about the future, disturbed sleep or increased sleep, diminished or increased appetite, or low energy or fatigue. During the first 2 years of the disorder, there has never been a 2-week period during which the number and duration of symptoms were sufficient to meet the diagnostic requirements for a Depressive Episode. There is no history of Manic, Mixed, or Hypomanic Episodes.
*Mixed Depressive and Anxiety Disorder
**Mixed depressive and anxiety disorder is characterized by symptoms of both anxiety and depression more days than not for a period of two weeks or more. Neither set of symptoms, considered separately, is sufficiently severe, numerous, or persistent to justify a diagnosis of a depressive episode, dysthymia or an anxiety and fear-related disorder. Depressed mood or diminished interest in activities must be present accompanied by additional depressive symptoms as well as multiple symptoms of anxiety. The symptoms result in significant distress or significant impairment in personal, family, social, educational, occupational or other important areas of functioning. There have never been any prior manic, hypomanic, or mixed episodes, which would indicate the presence of a bipolar disorder.
#
==== Changes in DSM-5 ====
* The diagnostic criteria for depressive disorders changed slightly from  [[DSM-IV]] to [[w:Diagnostic_and_Statistical_Manual_of_Mental_Disorders#DSM-IV-TR_.282000.29|DSM-5]]. Summaries are available [http://www.dsm5.org/Documents/changes%20from%20dsm-iv-tr%20to%20dsm-5.pdf here] and [[w:DSM-5|here]].
{{blockquotebottom}}

===Base rates of adolescent depression in different clinical settings===
This section describes the demographic setting of the population(s) sampled, base rates of diagnosis, country/region sampled, and the diagnostic method that was used. Using this information, clinicians will be able to anchor the rates of adolescent depression that they are likely to see in their clinical practices.

* '''''To find prevalence rates across multiple disorders,''''' [[Evidence based assessment/Preparation phase#Base rates for transdiagnostic comparison|click here.]]

{| class=&quot;wikitable&quot;
|-
! Demography 
! Setting !! Base Rate !! Diagnostic Method
!Best Recommended For
|-
| French general practitioner network 
| Children and adolescents attending primary care&lt;ref name=&quot;MathetEtAl2002&quot;&gt;{{cite journal|last1=Mathet|first1=F|last2=Martin-Guehl|first2=C|last3=Maurice-Tison|first3=S|last4=Bouvard|first4=MP|date=2002|title=Prevalence of depressive disorders in children and adolescents attending primary care. A survey with the Aquitaine Sentinelle Network.|journal=L'Encephale|volume=29|issue=5|pages=391-400|pmid=14615688}}&lt;/ref&gt; (2002) || 5.0% || CES-D, CBCL, Kiddie Schedule for Affective Disorders and Schizophrenia - Present and Lifetime Version (KSADS-PL) &lt;sup&gt;y&lt;/sup&gt;
|
|-
| All of U.S.A. 
| National Comorbidity Survey-Adolescent (ages 13-18)&lt;ref name=&quot;MerikangasEtAl2010&quot;&gt;{{cite journal|last1=Merikangas|first1=KR|last2=He|first2=JP|last3=Burstein|first3=M|last4=Swanson|first4=SA|last5=Avenevoli|first5=S|last6=Cui|first6=L|last7=Benjet|first7=C|last8=Georgiades|first8=K|last9=Swendsen|first9=J|date=October 2010|title=Lifetime prevalence of mental disorders in U.S. adolescents: results from the National Comorbidity Survey Replication--Adolescent Supplement (NCS-A).|journal=Journal of the American Academy of Child and Adolescent Psychiatry|volume=49|issue=10|pages=980-9|pmid=20855043}}&lt;/ref&gt; (2010) || 6.9%-15.4% || National Comorbidity Survey-Adolescent (NCS-A) Interview Schedule &lt;sup&gt;p, y&lt;/sup&gt;
|
|-
| North Carolina 
| Great Smoky Mountains Study: Community Sample (ages 9-13) (1997)&lt;ref name=&quot;CostelloEtAl1997&quot;&gt;{{cite journal|last1=Costello|first1=EJ|last2=Farmer|first2=EM|last3=Angold|first3=A|last4=Burns|first4=BJ|last5=Erkanli|first5=A|date=May 1997|title=Psychiatric disorders among American Indian and white youth in Appalachia: the Great Smoky Mountains Study.|journal=American journal of public health|volume=87|issue=5|pages=827-32|pmid=9184514}}&lt;/ref&gt;|| .03-1.45% || CAPA = Child and Adolescent Psychiatric Assessment&lt;ref&gt;{{Cite journal|last=Angold|first=A.|last2=Costello|first2=E. J.|date=2000-1|title=The Child and Adolescent Psychiatric Assessment (CAPA)|url=https://www.ncbi.nlm.nih.gov/pubmed/10638066|journal=Journal of the American Academy of Child and Adolescent Psychiatry|volume=39|issue=1|pages=39–48|doi=10.1097/00004583-200001000-00015|issn=0890-8567|pmid=10638066}}&lt;/ref&gt;
|
|-
| All of U.S.A. 
| Acute psychiatric hospitalizations in 2009-2010 children (under the age of 15) (Blader &amp; Carlson, 2010) || 13% || Centers for Disease Control survey of discharge diagnoses
|
|-
| Northwestern U.S.A. high school 
| High school students (1993)&lt;ref name=&quot;LewinsohnEtAl1993&quot;&gt;{{cite journal|last1=Lewinsohn|first1=PM|last2=Hops|first2=H|last3=Roberts|first3=RE|last4=Seeley|first4=JR|last5=Andrews|first5=JA|date=February 1993|title=Adolescent psychopathology: I. Prevalence and incidence of depression and other DSM-III-R disorders in high school students.|journal=Journal of abnormal psychology|volume=102|issue=1|pages=133-44|pmid=8436689}}&lt;/ref&gt;|| 9.6% || KSADS
|
|-
| All of U.S.A. 
| Gender differences, males and females, respectively (2010)&lt;ref name=&quot;MerikangasEtAl2010&quot; /&gt;|| 7.5%-15% || NCS-A Interview Schedule &lt;sup&gt;p, y &lt;/sup&gt;
|
|-
| Varied 
| Meta-analysis, adolescents 13 to 18 years (2006)&lt;ref name=&quot;CostelloEtAl2006&quot;&gt;{{cite journal|last1=Costello|first1=EJ|last2=Erkanli|first2=A|last3=Angold|first3=A|date=December 2006|title=Is there an epidemic of child or adolescent depression?|journal=Journal of child psychology and psychiatry, and allied disciplines|volume=47|issue=12|pages=1263-71|pmid=17176381}}&lt;/ref&gt;|| 5.7% || DISC, CIDI, SDI, K-SADS, CAS, CAPA, IOW, DAWBA
|
|-
| All of U.S.A. 
| National Comorbidity Survey-Adolescent Supplement (NCS-A) (2015)&lt;ref name=&quot;AvenevoliEtAl2015&quot;&gt;{{cite journal|last1=Avenevoli|first1=S|last2=Swendsen|first2=J|last3=He|first3=JP|last4=Burstein|first4=M|last5=Merikangas|first5=KR|date=January 2015|title=Major depression in the national comorbidity survey-adolescent supplement: prevalence, correlates, and treatment.|journal=Journal of the American Academy of Child and Adolescent Psychiatry|volume=54|issue=1|pages=37-44.e2|pmid=25524788}}&lt;/ref&gt;|| 11.0% || CIDI 
|
|-
| American middle school 
| Ethnically diverse sample of middle school (Grades 6-8) students (1997)&lt;ref name=&quot;RobertsEtAl1997&quot;&gt;{{cite journal|last1=Roberts|first1=RE|last2=Roberts|first2=CR|last3=Chen|first3=YR|date=February 1997|title=Ethnocultural differences in prevalence of adolescent depression.|journal=American journal of community psychology|volume=25|issue=1|pages=95-110|pmid=9231998}}&lt;/ref&gt;|| 1.9% (Chinese descent) to 6.6% (Mexican descent) || DISC
|
|-
|American public school
|High school freshman in public school (2009)&lt;ref&gt;{{Cite journal|last=Goyal|first=Sunil|last2=Srivastava|first2=Kalpana|last3=Bansal|first3=Vivek|date=2009-01-01|title=Study of prevalence of depression in adolescent students of a public school|url=http://www.industrialpsychiatry.org/text.asp?2009/18/1/43/57859|journal=Industrial Psychiatry Journal|language=en|volume=18|issue=1|doi=10.4103/0972-6748.57859}}&lt;/ref&gt;
|18.4%
|GHQ-12 and BDI
|
|-
|Cross-sectional sample of socioeconomic groups
|Adolescents 12-17 (2016)&lt;ref&gt;{{Cite journal|last=Mojtabai|first=Ramin|last2=Olfson|first2=Mark|last3=Han|first3=Beth|date=2016-12-01|title=National Trends in the Prevalence and Treatment of Depression in Adolescents and Young Adults|url=http://pediatrics.aappublications.org/content/138/6/e20161878|journal=Pediatrics|language=en|volume=138|issue=6|pages=e20161878|doi=10.1542/peds.2016-1878|issn=0031-4005|pmid=27940701}}&lt;/ref&gt;
|increased from 8.7% in 2005 to 11.3% in 2014 
|NCS-Replication
|
|-
|Epidemiological (CDC)
|
|2.1%&lt;ref name=&quot;:02&quot;&gt;{{Cite journal|last=Perou|first=Ruth|last2=Bitsko|first2=Rebecca H.|last3=Blumberg|first3=Stephen J.|last4=Pastor|first4=Patricia|last5=Ghandour|first5=Reem M.|last6=Gfroerer|first6=Joseph C.|last7=Hedden|first7=Sarra L.|last8=Crosby|first8=Alex E.|last9=Visser|first9=Susanna N.|date=2013-05-17|title=Mental health surveillance among children--United States, 2005-2011|url=https://www.ncbi.nlm.nih.gov/pubmed/23677130|journal=MMWR supplements|volume=62|issue=2|pages=1–35|issn=2380-8942|pmid=23677130}}&lt;/ref&gt;
|
|
|}

&lt;sup&gt;p&lt;/sup&gt;:Parent interviewed as component of diagnostic assessment; &lt;sup&gt;y&lt;/sup&gt;:youth interviewed as part of diagnostic assessment.

==[[Evidence based assessment/Prediction phase|'''Prediction phase''']]==

=== Psychometric properties of screening instruments for adolescent depression ===
The following section contains a list of screening and diagnostic instruments for adolescent depression. The section includes administration information, psychometric data, and PDFs or links to the screenings. 
* Screenings are used as part of the [[Evidence based assessment/Prediction phase|prediction phase]] of assessment; for more information on interpretation of this data, or how screenings fit in to the assessment process, [[Evidence based assessment/Prediction phase|'''click here''']]. 
* '''''For a list of more broadly-reaching screening instruments, [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prediction_phase&amp;wteswitched=1#Common_screening_instruments click here.]'''''

{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
! colspan=&quot;10&quot; |Screening instruments for adolescent depression
|-
! Measure
! Format (Reporter)
! Age Range
! Administration/
Completion Time
! Interrater Reliability
! Test-Retest Reliability
! Construct Validity
! Content Validity
! Highly Recommended
!Free and Accessible Measures
|-
|[[wikipedia:The_Mood_and_Feelings_Questionnaire|Mood and Feelings Questionnaire]] (MFQ) 
| Self-report
| 6-17
| 5-10 minutes&lt;ref&gt;{{Cite web|url=http://www.cebc4cw.org/assessment-tool/mood-and-feelings-questionnaire-mfq/|title=CEBC » Assessment Tool › Mood And Feelings Questionnaire Mfq|website=www.cebc4cw.org|language=en|accessdate=2018-03-01}}&lt;/ref&gt;
| NA
| A
| G
| A
| X
|
* [https://mfr.osf.io/render?url=https://osf.io/enx4b/?action=download%26mode=render Child Self Report - long version]
* [https://mfr.osf.io/render?url=https://osf.io/mcg5w/?action=download%26mode=render Child Self Report - short version]
* [https://mfr.osf.io/render?url=https://osf.io/cw27p/?action=download%26mode=render Parent Report on Child - long version]
* [https://mfr.osf.io/render?url=https://osf.io/kybr4/?action=download%26mode=render Parent Report on Child - short version]
* [https://mfr.osf.io/render?url=https://osf.io/sb5xw/?action=download%26mode=render Adult Self-Report - long version]
* [https://mfr.osf.io/render?url=https://osf.io/xa7v6/?action=download%26mode=render Adult Self-Report - short version]
|- 
| [https://www.parinc.com/products/pkey/354 Reynolds Child Depression Scale (RCDS)]
&lt;nowiki&gt;*&lt;/nowiki&gt;not free
| Self-report
| 7-13 years
|2-15 minutes
| NA
| A
| A
| G
| 
|Link to purchase [https://www.wpspublish.com/store/p/3406/rcsd-2-reynolds-child-depression-scale-2nd-edition-and-short-form RCDS] 
|-
| [http://www.sigmaassessmentsystems.com/assessments/reynolds-adolescent-depression-scale-2/ Reynolds Adolescent Depression Scale (RADS)]
&lt;nowiki&gt;*&lt;/nowiki&gt;not free
|Self-report
|11-20 years
|5-10 minutes
| NA
| G
| G
| G
| X
|Link to purchase [https://www.wpspublish.com/store/p/2931/rads-2-reynolds-adolescent-depression-scale-second-edition RADS]
|-
|[[wikipedia:Children's_Depression_Inventory|Children’s Depression Inventory]] (CDI and CDI2) *not free*&lt;ref&gt;{{Cite book|url=http://dx.doi.org/10.1007/978-3-319-28099-8_16-1|title=Encyclopedia of Personality and Individual Differences|last=Morelen|first=Diana M.|date=2017|publisher=Springer International Publishing|isbn=9783319280998|location=Cham|pages=1–5}}&lt;/ref&gt;
|Self-report
|7-17 years old
|15-20 minutes or less
|NA
|A&lt;ref name=&quot;:0&quot;&gt;Kovacs, Maria. ''Children's depression inventory: Manual''. Multi-Health Systems, 1992.&lt;/ref&gt;
|G
|A&lt;ref name=&quot;:0&quot; /&gt;
|X
|[[wikipedia:Children's_Depression_Inventory|Wikipedia page]]
[https://www.pearsonclinical.com/psychology/products/100000636/childrens-depression-inventory-2-cdi-2.html Link to purchase]

[https://web.archive.org/web/20140223192627/http://www.mhs.com/product.aspx?gr=edu&amp;prod=cdi2&amp;id=overview Website]
|-
|Revised Children’s Anxiety and Depression Scale (RCADS) &lt;ref&gt;{{Cite journal|last=Ebesutani|first=Chad|last2=Reise|first2=Steven P.|last3=Chorpita|first3=Bruce F.|last4=Ale|first4=Chelsea|last5=Regan|first5=Jennifer|last6=Young|first6=John|last7=Higa-McMillan|first7=Charmaine|last8=Weisz|first8=John R.|date=2012|title=The Revised Child Anxiety and Depression Scale-Short Version: Scale reduction via exploratory bifactor modeling of the broad anxiety factor.|url=http://doi.apa.org/getdoi.cfm?doi=10.1037/a0027283|journal=Psychological Assessment|language=en|volume=24|issue=4|pages=833–845|doi=10.1037/a0027283|issn=1939-134X}}&lt;/ref&gt;
|Questionnaire (Child)
|6-18
|12 minutes
|G&lt;ref name=&quot;:2&quot;&gt;{{Cite journal|last=Chorpita|first=Bruce F.|last2=Moffitt|first2=Catherine E.|last3=Gray|first3=Jennifer|date=2005-03|title=Psychometric properties of the Revised Child Anxiety and Depression Scale in a clinical sample|url=http://dx.doi.org/10.1016/j.brat.2004.02.004|journal=Behaviour Research and Therapy|volume=43|issue=3|pages=309–322|doi=10.1016/j.brat.2004.02.004|issn=0005-7967}}&lt;/ref&gt;
|G&lt;ref&gt;{{Cite journal|last=Chorpita|first=Bruce F|last2=Yim|first2=Letitia|last3=Moffitt|first3=Catherine|last4=Umemoto|first4=Lori A|last5=Francis|first5=Sarah E|date=2000-08|title=Assessment of symptoms of DSM-IV anxiety and depression in children: a revised child anxiety and depression scale|url=http://dx.doi.org/10.1016/s0005-7967(99)00130-8|journal=Behaviour Research and Therapy|volume=38|issue=8|pages=835–855|doi=10.1016/s0005-7967(99)00130-8|issn=0005-7967}}&lt;/ref&gt;
|G&lt;ref name=&quot;:2&quot; /&gt;
|A
|
|
*[http://www.corc.uk.net/outcome-experience-measures/revised-childrens-anxiety-and-depression-scale-and-subscales/ RCADS homepage]

'''PDFs for RCADS'''

*[https://mfr.osf.io/render?url=https://osf.io/s3fu2/?action=download%26mode=render RCADS Child Self-reported (8-18 years)]
*[https://mfr.osf.io/render?url=https://osf.io/fp9mk/?action=download%26mode=render RCADS Parent-reported]
*[https://mfr.osf.io/render?url=https://osf.io/vy7ta/?action=download%26mode=render Child Scoring Aid]
*[https://mfr.osf.io/render?url=https://osf.io/t4bz6/?action=download%26mode=render Parent Scoring Aid]

'''Subscales'''

*[https://mfr.osf.io/render?url=https://osf.io/za8we/?action=download%26mode=render Depression Self-reported]

*[https://mfr.osf.io/render?url=https://osf.io/nezbk/?action=download%26mode=render Depression Parent-reported]

'''Translations'''

'''[https://mfr.osf.io/render?url=https://osf.io/qsjh9/?action=download%26mode=render User Guide]'''

*
|}

'''Note:''' L = Less than adequate; A = Adequate; G = Good; E = Excellent; U = Unavailable; NA = Not applicable

=== Likelihood ratios and AUCs of screening measures for adolescent depression ===
{| class=&quot;wikitable sortable&quot;
|-
! Screening Measure (Primary Reference) !! AUC !! LR+ (score) !! LR- (score) !! Citation !! Clinical Generalizability
!Download
|-            
|Child Behavior Checklist (CBCL) Anxious/Depressed Scale T-score&lt;ref name=&quot;Achenbach1991&quot;&gt;{{cite book|last1=Achenbach|first1=Thomas M.|title=Child behavior checklist for ages 4-18|date=1991|publisher=T.M. Achenbach|location=Burlington, VT|isbn=0938565087|edition=[11th print.]}}&lt;/ref&gt; || .70 (N=470) || 3.78 (60+) || .39 (&lt;60) || [http://www.ncbi.nlm.nih.gov/pubmed/8973069 (Nolan et al., 1996)]&lt;ref name=&quot;NolanEtAl1996&quot;&gt;{{cite journal|last1=Nolan|first1=EE|last2=Sverd|first2=J|last3=Gadow|first3=KD|last4=Sprafkin|first4=J|last5=Ezor|first5=SN|title=Associated psychopathology in children with both ADHD and chronic tic disorder.|journal=Journal of the American Academy of Child and Adolescent Psychiatry|date=December 1996|volume=35|issue=12|pages=1622-30|pmid=8973069}}&lt;/ref&gt; || High. Large diverse sample with mixed depression sample compared to samples without depression.
|
|-
|CBCL Anxious/Depressed Scale T-score&lt;ref name=&quot;Achenbach1991&quot;/&gt; || .75 (N=1445) || 1.49 (raw score 9+) || .67 (raw score ≤) || [http://www.ncbi.nlm.nih.gov/pubmed/20825996 (Eimecke et al., 2011)]&lt;ref name=&quot;EimeckeEtAl2011&quot;&gt;{{cite journal|last1=Eimecke|first1=SD|last2=Remschmidt|first2=H|last3=Mattejat|first3=F|title=Utility of the Child Behavior Checklist in screening depressive disorders within clinical samples.|journal=Journal of affective disorders|date=March 2011|volume=129|issue=1-3|pages=191-7|pmid=20825996}}&lt;/ref&gt; || 
|
|- 
|CBCL Affective Problems Scale T-score&lt;ref name=&quot;Achenbach1991&quot;/&gt; || .78 (N=1445) || 1.49 (raw score 9+) || .67 (raw score ≤) || [http://www.ncbi.nlm.nih.gov/pubmed/20825996 (Eimecke et al., 2011)]&lt;ref name=&quot;EimeckeEtAl2011&quot;/&gt; || 
|
|-
|Youth Self Report (YSR)&lt;ref name=&quot;Achenbach1991&quot;/&gt; || .81 (N=207) || -- || -- || [http://www.ncbi.nlm.nih.gov/pubmed/1447409 (Rey, et al., 1992)]&lt;ref name=&quot;ReyEtAl1992&quot;&gt;{{cite journal|last1=Rey|first1=JM|last2=Schrader|first2=E|last3=Morris-Yates|first3=A|title=Parent-child agreement on children's behaviours reported by the Child Behaviour Checklist (CBCL).|journal=Journal of adolescence|date=September 1992|volume=15|issue=3|pages=219-30|pmid=1447409}}&lt;/ref&gt; || 
|Link to purchase:

[http://store.aseba.org/YOUTH-SELF-REPORT_11-18/productinfo/501/ YSR]
|-
|Teacher’s Report Form (TRF) || || || || || 
|Link to purchase:

[http://store.aseba.org/TEACHERS-REPORT-FORM_6-18/productinfo/301/ TRF]
|- 
|WHO-Five Well-being Index (WHO-5) [http://www.ncbi.nlm.nih.gov/pubmed/12830302 3]&lt;ref name=&quot;BechEtAl2003&quot;&gt;{{cite journal|last1=Bech|first1=P|last2=Olsen|first2=LR|last3=Kjoller|first3=M|last4=Rasmussen|first4=NK|title=Measuring well-being rather than the absence of distress symptoms: a comparison of the SF-36 Mental Health subscale and the WHO-Five Well-Being Scale.|journal=International journal of methods in psychiatric research|date=2003|volume=12|issue=2|pages=85-91|pmid=12830302}}&lt;/ref&gt;|| .885 (N=294) || 4.40 (raw score 11+) || .15 (raw score ≤) || [http://www.ncbi.nlm.nih.gov/pubmed/25800246 (Christensen et al., 2015)]&lt;ref name=&quot;ChristensenEtAl2015&quot;&gt;{{cite journal|last1=Christensen|first1=KS|last2=Haugen|first2=W|last3=Sirpal|first3=MK|last4=Haavet|first4=OR|title=Diagnosis of depressed young people--criterion validity of WHO-5 and HSCL-6 in Denmark and Norway.|journal=Family practice|date=June 2015|volume=32|issue=3|pages=359-63|pmid=25800246}}&lt;/ref&gt; || General sample of adolescents from Norway and Denmark 
|Link to free download:

[https://www.psykiatri-regionh.dk/who-5/Documents/WHO5_English.pdf WHO-5]
|-
|Hopkins Symptom Checklist-6 (HSCL-6) (short version of Symptom Checklist-90 (SCL-90))&lt;ref name=&quot;ChristensenEtAl2005&quot;&gt;{{cite journal|last1=Christensen|first1=KS|last2=Fink|first2=P|last3=Toft|first3=T|last4=Frostholm|first4=L|last5=Ornbøl|first5=E|last6=Olesen|first6=F|title=A brief case-finding questionnaire for common mental disorders: the CMDQ.|journal=Family practice|date=August 2005|volume=22|issue=4|pages=448-57|pmid=15814580}}&lt;/ref&gt; || .8547(N=294) || 3.8 (raw score 9+) || .19 (raw score ≤) || [http://www.ncbi.nlm.nih.gov/pubmed/25800246 (Christensen et al., 2015)]&lt;ref name=&quot;ChristensenEtAl2015&quot;/&gt; || General sample of adolescents from Norway and Denmark 
|
|-
|Hopkins Symptom Checklist-10 (HSCL-10) (short version of SCL-90)&lt;ref name=&quot;HaavetEtAl2007&quot;&gt;{{cite journal|last1=Haavet|first1=OR|last2=Christensen|first2=KS|last3=Sirpal|first3=MK|last4=Haugen|first4=W|title=Diagnosis of depression among adolescents--a clinical validation study of key questions and questionnaire.|journal=BMC family practice|date=13 July 2007|volume=8|pages=41|pmid=17626643}}&lt;/ref&gt; || .8862 (N=294) || Boys: 7.2, Girls:3.2 (raw score 16/10) || Boys:.14, Girls:.17 (raw score ≤) || [http://www.ncbi.nlm.nih.gov/pubmed/20937663 (Haavet et al., 2011)]&lt;ref name=&quot;HaavetEtAl2011&quot;&gt;{{cite journal|last1=Haavet|first1=OR|last2=Sirpal|first2=MK|last3=Haugen|first3=W|last4=Christensen|first4=KS|title=Diagnosis of depressed young people in primary health care--a validation of HSCL-10.|journal=Family practice|date=April 2011|volume=28|issue=2|pages=233-7|pmid=20937663}}&lt;/ref&gt; || General sample of adolescents from Norway and Denmark 
|
|-
|Children’s Depression Inventory (CDI)&lt;ref name=&quot;Kovacs1985&quot;&gt;{{cite journal|last1=Kovacs|first1=M|title=The Children's Depression, Inventory (CDI).|journal=Psychopharmacology bulletin|date=1985|volume=21|issue=4|pages=995-8|pmid=4089116}}&lt;/ref&gt; || .877 (N=406) || 4.82 (raw score 12) || .2 (raw score ≤) || [http://www.ncbi.nlm.nih.gov/pubmed/23062811 (Allgaier et al., 2012)]&lt;ref name=&quot;AllgaierEtAl2012&quot;&gt;{{cite journal|last1=Allgaier|first1=AK|last2=Frühe|first2=B|last3=Pietsch|first3=K|last4=Saravo|first4=B|last5=Baethmann|first5=M|last6=Schulte-Körne|first6=G|title=Is the Children's Depression Inventory Short version a valid screening tool in pediatric care? A comparison to its full-length version.|journal=Journal of psychosomatic research|date=November 2012|volume=73|issue=5|pages=369-74|pmid=23062811}}&lt;/ref&gt; || Medically ill children (pediatric hospital patients) 
|Link to purchase:

[https://www.pearsonclinical.com/psychology/products/100000636/childrens-depression-inventory-2-cdi-2.htm CDI]
|-
|Children’s Depression Inventory Short Version (CDI:S)&lt;ref name=&quot;Kovacs1985&quot;/&gt; || .882 (N=406) || 3.18 (raw score 3) || .09 (raw score ≤) || [http://www.ncbi.nlm.nih.gov/pubmed/23062811 (Allgaier et al., 2012)]&lt;ref name=&quot;AllgaierEtAl2012&quot;/&gt; || Medically ill children (pediatric hospital patients) 
|Link to purchase:[https://www.pearsonclinical.com/psychology/products/100000636/childrens-depression-inventory-2-cdi-2.htm CDI:S]
|-
|6-item Kutcher Adolescent Depression Scale (KADS)&lt;ref name=&quot;LeBlancEtAl2002&quot;&gt;{{cite journal|last1=LeBlanc|first1=JC|last2=Almudevar|first2=A|last3=Brooks|first3=SJ|last4=Kutcher|first4=S|title=Screening for adolescent depression: comparison of the Kutcher Adolescent Depression Scale with the Beck depression inventory.|journal=Journal of child and adolescent psychopharmacology|date=2002|volume=12|issue=2|pages=113-26|pmid=12188980}}&lt;/ref&gt; || .89 (N=309) || 3.17 (raw score 6) || .11 (raw score ≤) || [http://www.ncbi.nlm.nih.gov/pubmed/12188980 (LeBlanc et al., 2002)]&lt;ref name=&quot;LeBlancEtAl2002&quot;/&gt; || 
|Link to free download:
[http://teenmentalhealth.org/wp-content/uploads/2014/09/6-KADS.pdf KADS] 
|-
|Mood Disorder Questionnaire (MDQ) 
|0.78
|5.4&lt;ref name=&quot;Carvalho&quot;&gt;{{cite journal|last1=Carvalho|first1=André F.|last2=Takwoingi|first2=Yemisi|last3=Sales|first3=Paulo Marcelo G.|last4=Soczynska|first4=Joanna K.|last5=Köhler|first5=Cristiano A.|last6=Freitas|first6=Thiago H.|last7=Quevedo|first7=João|last8=Hyphantis|first8=Thomas N.|last9=McIntyre|first9=Roger S.|date=February 2015|title=Screening for bipolar spectrum disorders: A comprehensive meta-analysis of accuracy studies|journal=Journal of Affective Disorders|volume=172|pages=337–346|doi=https://doi.org/10.1016/j.jad.2014.10.024|last10=Vieta|first10=Eduard}}&lt;/ref&gt;
|0.22&lt;ref name=&quot;Carvalho&quot; /&gt;
|
|
|Link to free download: [http://www.sadag.org/images/pdf/mdq.pdf MDQ]
|-
|}

=== Interpreting depression screening measure scores ===
For information on interpreting screening measure scores, click [[Evidence based assessment/Prediction phase#Interpreting screening measure scores|here.]]

==[[Evidence based assessment/Prescription phase|'''Prescription phase''']]==
===Gold standard diagnostic interviews===
* For a list of broad-reaching diagnostic interviews sortable by disorder with PDFs (if applicable), [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prescription_phase&amp;wteswitched=1#Common_Diagnostic_Interviews click here.]

===Diagnostic instruments specific for adolescent depression ===
{| class=&quot;wikitable&quot;
! colspan=&quot;9&quot; |Diagnostic instruments for adolescent depression
|-
!Measure
!Informant
!Parent Version  (Age)
!Youth Version  (Age)
!Format of Item  Administration
!Format of  Response Style
!Cost and Access
!Administration  Time (for full interview in minutes)
!Rater Qualifications and Training
|-
|Child and Adolescent Psychiatric Assessment (CAPA)&lt;ref&gt;{{Cite journal|last=Angold|first=Adrian|last2=Costello|first2=E. Jane|date=2000-1|title=The Child and Adolescent Psychiatric Assessment (CAPA)|url=https://linkinghub.elsevier.com/retrieve/pii/S0890856709660998|journal=Journal of the American Academy of Child &amp; Adolescent Psychiatry|language=en|volume=39|issue=1|pages=39–48|doi=10.1097/00004583-200001000-00015}}&lt;/ref&gt;
|Parent and Child
|9-18
|9-18
|Structured with the option for additional semi-structured inquires
|Close-Ended  (Y/N)

Mix of  Close-Ended (Likert) and Open-Ended
|Information available through the Developmental Epidemiology Center at Duke University
|60-120 
|Bachelor’s degree plus required training by individuals trained on this interview (Angold &amp; Costello, 2000)
|-
|Children’s Interview for Psychiatric Syndromes (ChIPS)&lt;ref&gt;{{Cite journal|last=Weller|first=Elizabeth B.|last2=Weller|first2=Ronald A.|last3=Fristad|first3=Mary A.|last4=Rooney|first4=Marijo Teare|last5=Schecter|first5=Jennifer|date=2000-1|title=Children's Interview for Psychiatric Syndromes (ChIPS)|url=https://linkinghub.elsevier.com/retrieve/pii/S0890856709661037|journal=Journal of the American Academy of Child &amp; Adolescent Psychiatry|language=en|volume=39|issue=1|pages=76–84|doi=10.1097/00004583-200001000-00019}}&lt;/ref&gt;
|Parent or Child
|6-18
|6-18
|Structured with the option for additional semi-structured inquires
|Close-Ended  (Y/N)
|Approximately $90; Available through various retailers
|20-50
|Trained lay person supervised by a licensed clinician. Administration manual includes training materials. (Weller, Weller, Fristad, Rooney, &amp; Schecter,  2000)
|-
|Diagnostic Individual Schedule for Children IV (DISC-IV)&lt;ref&gt;{{Cite journal|last=Shaffer|first=David|last2=Fisher|first2=Prudence|last3=Lucas|first3=Christopher P.|last4=Dulcan|first4=Mina K.|last5=Schwab-Stone|first5=Mary E.|date=2000-1|title=NIMH Diagnostic Interview Schedule for Children Version IV (NIMH DISC-IV): Description, Differences From Previous Versions, and Reliability of Some Common Diagnoses|url=https://linkinghub.elsevier.com/retrieve/pii/S0890856709660986|journal=Journal of the American Academy of Child &amp; Adolescent Psychiatry|language=en|volume=39|issue=1|pages=28–38|doi=10.1097/00004583-200001000-00014}}&lt;/ref&gt;
|Parent or Child
|6-17
|9-17
|Structured
|Close-Ended  (Y/N)
|Ranges from  $150-$2000 per computer installation; Charge for paper version is minimal to  cover copying and mailing expenses; email disc@worldnet.att.net
|90-120
|Lay person with  supervision by a licensed clinician. Training is strongly recommended. Details on training available by contacting [[Mailto:disc@worldnet.att.net|disc@worldnet.att.net]] 

(“NIMH  Diagnostic Interview Schedule for Children Version IV (NIMH DISC-IV):  description, differences from previous versions, and reliability of some... -  PubMed - NCBI,” n.d.)
|-
|[[wikipedia:Kiddie_Schedule_for_Affective_Disorders_and_Schizophrenia|K-SADS-PL 2009]]
|Parent and Child
|6-18
|6-18
|Semi-Structured
|Close-Ended  (Likert) and Open-Ended
|Free for download and use if specific criteria met
|90
|Trained professional; Training is required
|-
|Mini-International  Neuropsychiatric Interview for Children and Adolescents (MINI-KIDS)
|Parent or Child
|6-17
|13-17
|Structured 
|Close-Ended  (Y/N)
|Free for download and use if specific criteria met
|15-50 minutes
|Trained lay person supervised by a licensed clinician. Training by licensed clinician is recommended. 

&lt;nowiki&gt;http://harmresearch.org/index.php/mini-international-neuropsychiatric-interview-mini/&lt;/nowiki&gt;  

(Sheehan et al., 1998)
|-
|[[wikipedia:Patient_Health_Questionnaire|Patient Health Questionnaire 9 (PHQ-9)]] 
|Self
|18+
|
|Self Report 
|Close-Ended (Likert) 
|Free for download and use if specific criteria met
|3-5 minutes
|No training required. Available for free online [https://www.phqscreeners.com/select-screener/36 here]
|}

===Severity scales for adolescent depression===
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
! colspan=&quot;11&quot; |Diagnostic instruments for adolescent d'''epression'''
|-
! Measure
!Informant
! Format (Reporter)
! Age Range
! Administration/
Completion Time
! Interrater Reliability
! Test-Retest Reliability
! Construct Validity
! Content Validity
! Highly Recommended
!Free and Accessible Measures
|-
| Children's Depression Rating Scale - Revised (CDRS-R)
|Parent
| Structured Interview&lt;ref name=&quot;:4&quot;&gt;{{Cite journal|last=Mayes|first=Taryn L.|last2=Bernstein|first2=Ira H.|last3=Haley|first3=Charlotte L.|last4=Kennard|first4=Betsy D.|last5=Emslie|first5=Graham J.|date=2010-12|title=Psychometric Properties of the Children's Depression Rating Scale–Revised in Adolescents|url=https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3003451/|journal=Journal of Child and Adolescent Psychopharmacology|volume=20|issue=6|pages=513–516|doi=10.1089/cap.2010.0063|issn=1044-5463|pmc=PMC3003451|pmid=21186970}}&lt;/ref&gt;
| 6-12
| 15-20 minutes
| G
| A
| G
| G
| X, GATW2
|
* Link to purchase [https://www.wpspublish.com/store/p/2703/cdrs-r-children-s-depression-rating-scale-revised#purchase-product CDRS-R]
*[http://www.opapc.com/uploads/documents/CDRS-R.pdf PDF] (excerpt)
|-
| Children's Depression Inventory 2 (CDI-2)
|Youth and Parent
|Questionnaire
|7-17
|15-20 minutes
|G
|A
|G
|A
| GATW2
|
* Link to purchase [https://www.pearsonassessments.com CDI] 
|-
|Reynolds Child Depression Scale 2 (RCDS-2)
|Youth
|Questionnaire
|7-13
|5-10 minutes
|G&lt;ref&gt;{{Cite journal|last=Figueras Masip|first=Anna|last2=Amador Campos|first2=Juan Antonio|last3=Guàrdia Olmos|first3=Joan|date=2008-11|title=Psychometric properties of the Reynolds Child Depression Scale in community and clinical samples|url=https://www.ncbi.nlm.nih.gov/pubmed/18988449|journal=The Spanish Journal of Psychology|volume=11|issue=2|pages=641–649|issn=1138-7416|pmid=18988449}}&lt;/ref&gt;
|G
|G
|A
|
|
* Link to purchase [https://www.parinc.com/products/pkey/354 RCDS-2]
|-
|Reynolds Adolescent Depression Scale 2 (RADS-2)
|Youth
|Questionnaire
|13-17
|5-10  minutes
|G
|G
|G
|A
|GATW2
|
* Link to purchase [https://www.parinc.com/products/pkey/348 RADS-2] 
|-
|Revised Children's Anxiety and Depression Scale (RCADS)
|Youth
|Questionnaire 
|6-18
|12 minutes
|A
|A
|G
|A
|X
|
* Link to download [https://www.corc.uk.net/outcome-experience-measures/revised-childrens-anxiety-and-depression-scale-and-subscales/ RCADS]
|-
|Schedule for Affective Disorders and Schizophrenia for School Aged Children (K-SADS)
|Youth
|semi-structured interview
|6-18
|~15 minutes
|G
|
|G
|G
|Yes
|
* Link to free download [https://www.kennedykrieger.org/sites/default/files/library/documents/faculty/ksads-dsm-5-screener.pdf]
|}
'''Note:''' '''L''' = Less than adequate; '''A''' = Adequate; '''G''' = Good; '''E''' = Excellent; '''U''' = Unavailable; '''NA''' = Not applicable

==[[Evidence based assessment/Process phase|'''Process phase''']]==
The following section contains a brief overview of treatment options for depression and a list of process and outcome measures for adolescent depression. The section includes benchmarks based on published norms and on mood samples for several outcome and severity measures, as well as information about commonly used process measures. Process and outcome measures are used as part of the [[Evidence based assessment/Process phase|process phase]] of assessment. For more information on differences between process and outcome measures, see the page on the [[Evidence based assessment/Process phase|process phase of assessment]].

=== Process measures ===
{{blockquotetop}}
'''A.  Mood and Energy Thermometer''' 
&amp;nbsp;This is an improved and practical way of monitoring complex mood cycles and daily schedules. Given that some clinicians and patients may get confused about different 1 to 10 scales (e.g., a 10 could mean extreme depression or extreme mania or no depression), the Mood &amp; Energy Thermometer improves the language in communicating (and monitoring) mood. Moreover, many children report their energy levels more accurately than their moods and therefore, energy levels are incorporated into the mood rating. The Mood &amp; Energy Thermometer that was developed at Western Psychiatric Institute and Clinic (WPIC; and used in about 400 kids) rates mania and increased energy on a 1 to 10 scale, rates depression and tiredness on a -1 to -10 scale, and attempts to form a common language between patients, families, and clinicians. This scale also takes into account the amount of time spent depressed or manic; for example, -4 would mean “mild depression” and “mild tiredness” present ≥50% of the time, and -3 would mean “mild depression” and “mild tiredness” present &lt; 50% of the time. The inclusion of measuring energy levels is consistent with the DSM-5, as energy level is now included in the DSM-5 as a main mood symptom criterion. Bipolar track patients (whether they experienced mania, depression, or mixed features) rated their (Q: is the parent rating his/her own moods/energy, or his/her child's?) mood and energy levels every day on this scale, and a master’s-level clinician met with them on a daily basis to help them better identify and record their mood symptoms, which has significant clinical value not only for treatment but also to prevent future episodes.&lt;ref name=&quot;:3&quot;&gt;{{Cite web|url=http://pediatricbipolar.pitt.edu/resources/instruments|title=Instruments {{!}} CABS {{!}} University of Pittsburgh|website=pediatricbipolar.pitt.edu|language=en|access-date=2018-05-31}}&lt;/ref&gt;

*[https://mfr.osf.io/render?url=https://osf.io/p4a8s/?action=download%26mode=render Mood and Energy Thermometer]&lt;ref name=&quot;:3&quot; /&gt;

*[https://mfr.osf.io/render?url=https://osf.io/upe2a/?action=download%26mode=render Mood and Energy Thermometer with Anger and Anxiety (with recording/monitoring card)]&lt;ref name=&quot;:3&quot; /&gt;

*[https://mfr.osf.io/render?url=https://osf.io/d2fge/?action=download%26mode=render Mood and Energy Thermometer with Anger and Anxiety - Simplified Version]&lt;ref name=&quot;:3&quot; /&gt;
'''B.  Life Charts'''
* To learn more about how life charts can be used with adolescent depression, [http://www.bipolarnews.org/Life%20Charting%20Description.htm see here]
* [https://mfr.osf.io/render?url=https://osf.io/amq6k/?action=download%26mode=render Life Charts for Depression and Bipolar]
{{blockquotebottom}}
=== Outcome and severity measures ===
* This table includes clinically significant benchmarks for '''Depression in Youth''' specific outcome measures
* Information on how to interpret this table can be [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Process_phase found here].
* Additionally, these [[Evidence based assessment/Vignettes|vignettes]] might be helpful resources for understanding appropriate adaptations of outcome measures in practice.
*''&lt;u&gt;For clinically significant change benchmarks for the CBCL, YSR, and TRF total, externalizing, internalizing, and attention benchmarks,&lt;/u&gt;'' [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Process_phase&amp;wteswitched=1#Clinically_significant_change_benchmarks_for_widely-used_outcome_measures see here.]
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
| colspan=&quot;8&quot; |'''Clinically significant change benchmarks with common instruments for adolescent depression'''
|-
| rowspan=&quot;1&amp;quot;&quot; style=&quot;text-align:center;font-size:130%;&quot; | &lt;b&gt; Measure&lt;/b&gt;
| style=&quot;text-align:center;font-size:130%;&quot; | &lt;b&gt;Subscale&lt;/b&gt;
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:130%&quot; width=&quot;300&quot; | &lt;b&gt; Cut-off scores&lt;/b&gt;
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:120%&quot; | &lt;b&gt; Critical Change &lt;br&gt; (unstandardized scores)&lt;/b&gt;
|-
| colspan=&quot;8&quot;  span style=&quot;font-size:110%; text-align:center;&quot; | &lt;b&gt; Benchmarks Based on Published Norms &lt;/b&gt;
|-
| colspan=&quot;2&quot; |
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; A&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; B&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; C&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; 95%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; 90%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; SE&lt;sub&gt;difference&lt;/sub&gt;&lt;/b&gt;
|-
| rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | &lt;b&gt;Beck Depression Inventory-II&lt;/b&gt;
| style=&quot;text-align:center;&quot;|
| style=&quot;text-align:center;&quot;| 4
| style=&quot;text-align:center;&quot;| 22
| style=&quot;text-align:center;&quot;| 15
| style=&quot;text-align:center;&quot;| 9
| style=&quot;text-align:center;&quot;| 8
| style=&quot;text-align:center;&quot;| 4.8
|-
| rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | &lt;b&gt; CBCL T-scores &lt;br&gt; (2001 Norms)&lt;/b&gt;
| style=&quot;text-align:right;&quot; | &lt;i&gt; Total&lt;/i&gt;
| style=&quot;text-align:center;&quot;| 49
| style=&quot;text-align:center;&quot;| 70
| style=&quot;text-align:center;&quot;| 58
| style=&quot;text-align:center;&quot;| 5
| style=&quot;text-align:center;&quot;| 4
| style=&quot;text-align:center;&quot;| 2.4
|-
| colspan=&quot;8&quot;  span style=&quot;font-size:110%; text-align:center;&quot; | &lt;b&gt; Benchmarks Based on Mood Samples &lt;/b&gt;
|-
| colspan=&quot;8&quot;  span style=&quot;font-size:100%; text-align:center;&quot; | &lt;b&gt;[http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.198.9176&amp;rep=rep1&amp;type=pdf Gracious et al., 2002]&lt;ref&gt;{{cite journal|last1=Gracious|first1=BL|last2=Youngstrom|first2=EA|last3=Findling|first3=RL|last4=Calabrese|first4=JR.|title=Discriminative validity of a parent version of the Young Mania Rating Scale.|journal=Journal of American Academy of Child and Adolescent Psychiatry|date=November 2002|volume=41|issue=11|url=http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.198.9176&amp;rep=rep1&amp;type=pdf|accessdate=10 February 2014}}&lt;/ref&gt;&lt;/b&gt;
|-
| rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | &lt;b&gt; Young Mania Rating Scale - Parent &lt;br&gt; (Full)&lt;/b&gt;
| style=&quot;text-align:center;&quot;| n/a
| style=&quot;text-align:center;&quot;| 5.2
| style=&quot;text-align:center;&quot;| 22.1
| style=&quot;text-align:center;&quot;| 14.4
| style=&quot;text-align:center;&quot;| 4.3
| style=&quot;text-align:center;&quot;| 3.6
| style=&quot;text-align:center;&quot;| 2
|-
| rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | &lt;b&gt; Young Mania Rating Scale - Parent &lt;br&gt; (Brief)&lt;/b&gt;
| style=&quot;text-align:center;&quot;| n/a
| style=&quot;text-align:center;&quot;| 6.8
| style=&quot;text-align:center;&quot;| 27.4
| style=&quot;text-align:center;&quot;| 17.5
| style=&quot;text-align:center;&quot;| 5
| style=&quot;text-align:center;&quot;| 4.2
| style=&quot;text-align:center;&quot;| 2.5
|}

'''4.1.b – Beck Depression Inventory- II, ages 13 and up'''&lt;ref&gt;'''Beck AT''', '''Steer RA''', '''Brown G'''. '''1996'''. ''Beck Depression Inventory''. San Antonio, TX: Harcourt Brace Educ. Meas. 2nd ed.&lt;/ref&gt;

'''4.1.c – KSADS Depression Rating Scale (Axelson, 2006)'''

'''4.1.d – Children’s Depression Rating Scale-Revised (CDRS-R; Elva et al., 1996)'''

'''4.1.e – Children’s Depression Inventory, ages 7-17 (CDI; Kovacs, 1992)'''

=== Treatment ===
For treatment of depression in youth, there are two main types of treatment: psychosocial interventions and medication. There has been significant controversy over the use of psychotropic medications with children and many studies have looked at the efficacy of medication, psychosocial interventions, or a combination of both.

One of the most effective treatments for depression in youth is psychosocial interventions, which has been shown to lead to substantial reduction in symptoms for children and adolescents. A recent meta-analysis found that psychosocial interventions had an effect size of 1.14 and the reduction in depressive symptoms was maintained over time. On the other hand, the meta-analysis reported that pharmacological treatments did not lead to significant symptom reduction and had an effect size of 0.19.&lt;ref&gt;{{Cite journal|last=Michael|first=Kurt D|last2=Crowley|first2=Susan L|title=How effective are treatments for child and adolescent depression?|url=https://doi.org/10.1016/S0272-7358(01)00089-7|journal=Clinical Psychology Review|volume=22|issue=2|pages=247–269|doi=10.1016/s0272-7358(01)00089-7}}&lt;/ref&gt; Additionally, medications such as Selective Serotonin Reuptake Inhibitors (SSRIs) have presented concerns about increasing suicidality and harmful behavior.&lt;ref&gt;{{Cite journal|last=Jane Garland|first=E.|last2=Kutcher|first2=Stan|last3=Virani|first3=Adil|last4=Elbe|first4=Dean|date=2016|title=Update on the Use of SSRIs and SNRIs with Children and Adolescents in Clinical Practice|url=https://www.ncbi.nlm.nih.gov/pubmed/27047551|journal=Journal of the Canadian Academy of Child and Adolescent Psychiatry = Journal De l'Academie Canadienne De Psychiatrie De L'enfant Et De L'adolescent|volume=25|issue=1|pages=4–10|issn=1719-8429|pmc=PMC4791100|pmid=27047551}}&lt;/ref&gt; One of the most commonly used psychosocial interventions is cognitive behavioral therapy, which consists of individual or group sessions in which the provider helps the client address cognitive distortions and maladaptive thinking patterns that contribute to the maintenance of depressive thoughts.&lt;ref&gt;{{Cite journal|last=Driessen|first=Ellen|last2=Hollon|first2=Steven D.|title=Cognitive Behavioral Therapy for Mood Disorders: Efficacy, Moderators and Mediators|url=http://linkinghub.elsevier.com/retrieve/pii/S0193953X1000047X|journal=Psychiatric Clinics of North America|volume=33|issue=3|pages=537–555|doi=10.1016/j.psc.2010.04.005}}&lt;/ref&gt;

* Please refer to the page on adolescent [https://www.aacap.org/aacap/Families_and_Youth/Resource_Centers/Depression_Resource_Center/Home.aspx depression] for more information on available treatment for adolescent depression or go to [http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/sadness-hopelessness-and-depression/ Effective Child Therapy] for a curated resource on effective treatments for adolescent depression.

=='''External Resources'''==

# [http://apps.who.int/classifications/icd10/browse/2010/en#/F33 ICD-10 diagnostic criteria]
# [https://en.wikiversity.org/w/index.php?title=Helping_Give_Away_Psychological_Science/Resources/Annotated_List_of_Where_and_How_to_Find_a_Therapist&amp;wteswitched=1#Other_low-cost_options Find-a-Therapist] (a curated list of find-a-therapist websites where you can find a provider)
# [https://www.nimh.nih.gov/health/publications/teen-depression/index.shtml NIMH] (information about adolescent depression)
# [https://www.hopkinsmedicine.org/psychiatry/specialty_areas/moods/ADAP/docs/ADAP-Booklet_FINAL.pdf John's Hopkins Resource Guide] (a guide about adolescent depression, treatment, and more)
# OMIM (Online Mendelian Inheritance in Man)
## [https://www.omim.org/entry/608516 608516]
## [https://www.omim.org/entry/608520 608520]
## [https://www.omim.org/entry/608691 608691]
# [https://emedicine.medscape.com/article/286759-overview eMedicine entry for adult depression]
#[http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/sadness-hopelessness-and-depression/ Effective Child Therapy]
##Effective Child Therapy is a website sponsored by Division 53 of the American Psychological Association (APA), or The [https://sccap53.org Society of Clinical Child and Adolescent Psychology] (SCCAP), in collaboration with the Association for Behavioral and Cognitive Therapies (ABCT). Use for information on symptoms and available treatments.

== '''References''' ==
{{collapse top|Click here for references}}
{{Reflist|30em}}

[[Category:Psychological disorder portfolios|{{SUBPAGENAME}}]]
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Watch the YouTube video recording of the address (enter link here if recorded).

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Watch the YouTube recording of the workshop (enter link here if recorded).

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The future directions launch award is an award recognizing a scholar earlier in their career for research they have done or for showing particular growth or strength in their field. 
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Watch the YouTube video recording of the address (enter link here if recorded).

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Watch the YouTube recording of the workshop (enter link here if recorded).

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Watch the YouTube video recording of the address (enter link here if recorded).

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The workshop section can be copy and pasted as many times as needed for how many workshops given
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''Note: This could be a copy and paste of the abstract or the description of the workshop
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Watch the YouTube recording of the workshop (enter link here if recorded).

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The launch award section can be copy and pasted as many times as needed
=== name of Award recipient ===
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====== About the award recipient ======
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''Also add external links to their personal page at their home institution, and their Wikipedia article, if either are available''

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''Note: This could be a copy and paste of the abstract or the description of the talk
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''Also add external links to their personal page at their home institution, and their Wikipedia article, if either are available''

Watch the YouTube video recording of the address (enter link here if recorded).

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A workshop is a professional development training in which a speaker or two presents information on a certain area and then typically opens the floor for questions. Sometimes there are breakout discussion or active engagement in activities related to the topic. For instance, a writing workshop can be held where a speaker shares information about improving writing skills.

The workshop section can be copy and pasted as many times as needed for how many workshops given
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''Note: This could be a copy and paste of the abstract or the description of the workshop
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Watch the YouTube recording of the workshop (enter link here if recorded).

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The launch award section can be copy and pasted as many times as needed
=== name of Award recipient ===
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The address section can be copied and pasted as many times as needed for the number of addresses (keynote or plenary talks, grand rounds, colloquia, etc.) given
=== ''name of address'' ===

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enter description of address given here

''Note: This could be a copy and paste of the abstract or the description of the talk
&lt;br&gt;
''Also add external links to their personal page at their home institution, and their Wikipedia article, if either are available''

Watch the YouTube video recording of the address (enter link here if recorded).

== Workshops ==
A workshop is a professional development training in which a speaker or two presents information on a certain area and then typically opens the floor for questions. Sometimes there are breakout discussion or active engagement in activities related to the topic. For instance, a writing workshop can be held where a speaker shares information about improving writing skills.

The workshop section can be copy and pasted as many times as needed for how many workshops given
=== ''name of workshop'' ===

'''Presented by (enter name here)'''
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enter description of address given here

''Note: This could be a copy and paste of the abstract or the description of the workshop
&lt;br&gt;
''Also add external links to their personal page at their home institution, and their Wikipedia article, if either are available''

Watch the YouTube recording of the workshop (enter link here if recorded).

== Ceremony for the ''Future Directions Launch Award'' ==
The future directions launch award is an award recognizing a scholar earlier in their career for research they have done and for showing particular growth or strength in their field. 
The title is specific for FDF users ''(Please see template documentation)'', but it can be altered for any award given during a conference.

The launch award section can be copy and pasted as many times as needed
=== name of Award recipient ===
* credentials here
====== About the award recipient ======
add description about the recipient here

''Also add external links to their personal page at their home institution, and their Wikipedia article, if either are available''

Watch the YouTube recording of the remarks (enter link here).
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      <text bytes="3069" xml:space="preserve">* {{cite AV media | last= Kandel | first= Eric R. | year= 2000 | title= The Molecular Biology of Memory Storage: A Dialog between Genes and Synapses (Nobel Lecture) | publisher= Nobel Prize | medium= Recorded December 8, 2000, Karolinska Institute, Stockholm | publication-date= December 8, 2000 | url= https://www.nobelprize.org/prizes/medicine/2000/kandel/lecture/ }} [[File:High-contrast-camera-video.svg|24px|video]] (0:57:23)
* {{cite AV media | last= Kandel | first= Eric R. | year= 2001 | title= History Of Neuroscience - Eric R. Kandel | publisher= Society For Neuroscience | medium= Recorded July 24, 2001 | publication-date= July 5, 2012 | url= https://www.sfn.org/about/history-of-neuroscience/autobiographical-videos/kandel,-eric-r }} [[File:High-contrast-camera-video.svg|24px|video]] (1:02:33)
* {{Cite journal | last= Kandel | first= Eric R. | year= 2001 | title= The Molecular Biology of Memory Storage: A Dialog between Genes and Synapses (Nobel Lecture) | journal= Bioscience Reports | volume= 21 | number= 5 | pages= 565–611 | publication-date= October 1, 2001 | pmid= 12168768 | doi= 10.1023/A:1014775008533 | url= https://portlandpress.com/bioscirep/article-abstract/21/5/565/54688/NOBEL-LECTURE-The-Molecular-Biology-of-Memory?redirectedFrom=fulltext }}
* {{cite journal | last1= Kandel | first1= Eric R. | last2= Hawkins | first2= R.D. | year= 1992 | title= The Biological Basis of Learning and Individuality | journal= Scientific American | volume= 267 | number= 3 | pages= 78-86 | publication-date= September 1992 | pmid= 1502526 | doi= 10.1038/scientificamerican0992-78 | url= https://www.scientificamerican.com/article/the-biological-basis-of-learning-an/ }}
* {{cite book | last1= Kandel | first1= Eric R. | last2= Schwartz | first2= James H. | last3= Jessell | first3= Thomas M. | year= 1991 | title= Principles of Neural Science | edition= 3rd | publisher= Appleton and Lange | isbn= 978-0-444-01562-4 | url= https://www.google.com/books/edition/_/6IZFAQAAIAAJ?hl=en&amp;sa=X&amp;ved=2ahUKEwiw4qLoiav0AhXsoFsKHUiSDlYQ8fIDegQIBxAN }}
&lt;!--
{{Information
|Description=
{{en|1=RNAs were isolated from pleural sensory neuron clusters at 0, 30 and 90minutes after the end of five pulses of 5-HT treatment. qRTPCR analysis of RNA is shown in bar graphs. Data was first normalized to 18S rRNA levels. Each bar corresponds to gene expression ratio (5×5-HT treated/mock treated controls). ApC/EBP was used as a positive control. Error bars are SEM.}}
|Date= 2014
|Source= [https://dx.doi.org/10.1371/journal.pone.0103004 Image file] from {{Cite journal
| author = Choi Y, Kadakkuzha B, Liu X, Akhmedov K, Kandel E, Puthanveettil S
| title = Huntingtin Is Critical Both Pre- and Postsynaptically for Long-Term Learning-Related Synaptic Plasticity in Aplysia
| doi = 10.1371/journal.pone.0103004
| journal = PLOS ONE
| year = 2014
| pmid = 25054562
| pmc = 4108396
}}
|Author= Choi Y, Kadakkuzha B, Liu X, Akhmedov K, Kandel E, Puthanveettil S
|Permission= {{cc-by-4.0}}
|Other_fields={{Information field|name=Provenance|value= {{Recitation-bot}} }}
}} --&gt;</text>
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    <title>User:Jtwsaddress42/Bibliography/United States House of Representatives</title>
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      <text bytes="4865" xml:space="preserve">* {{cite AV media | author = United States House of Representatives | year= 2021 | title= The Law Enforcement Experience on January 6th | publisher= January 6th Committee | medium= Recorded July 27, 2021 | publication-date= July 27, 2021 | url= https://www.youtube.com/watch?v=ifrw-2pqG7s }} [https://january6th.house.gov Select Committee to Investigate the January 6th Attack on the United States Capitol] [[File:High-contrast-camera-video.svg|24px|video]] (3:31:10)
* {{cite AV media | author = United States House of Representatives | year= 2022a | series= January 6 Hearings | volume= 1 | title= First Open Testimony Before January 6 Committee | publisher= C-SPAN | medium= Recorded June 9, 2022 8:00 PM ET | publication-date= June 9, 2022 | url= https://www.c-span.org/video/?520282-1/open-testimony-january-6-committee }} [https://january6th.house.gov Select Committee to Investigate the January 6th Attack on the United States Capitol] [[File:High-contrast-camera-video.svg|24px|video]] (1:57:16)
* {{cite AV media | author = United States House of Representatives | year= 2022b | series= January 6 Hearings | volume= 2 | title= Second Hearing on Investigation of Capitol Attack | publisher= C-SPAN | medium= Recorded June 13, 2022 10:00 AM ET | publication-date= June 13, 2022 | url= https://www.c-span.org/video/?520804-1/hearing-investigation-capitol-attack }} [https://january6th.house.gov Select Committee to Investigate the January 6th Attack on the United States Capitol] [[File:High-contrast-camera-video.svg|24px|video]] (2:10:06)
* {{cite AV media | author = United States House of Representatives | year= 2022c | series= January 6 Hearings | volume= 3 | title= Third Hearing on Investigation of January 6 Attack on the U.S. Capitol | publisher= C-SPAN | medium= Recorded June 16, 2022 1:00 PM ET | publication-date= June 16, 2022 | url= https://www.c-span.org/video/?520944-1/president-trumps-campaign-influence-vice-president-pence }} [https://january6th.house.gov Select Committee to Investigate the January 6th Attack on the United States Capitol] [[File:High-contrast-camera-video.svg|24px|video]] (2:46:51)
* {{cite AV media | author = United States House of Representatives | year= 2022d | series= January 6 Hearings | volume= 4 | title= Fourth Hearing on Investigation of Capitol Attack | publisher= C-SPAN | medium= Recorded June 21, 2022 1:00 PM ET | publication-date= June 21, 2022 | url= https://www.c-span.org/video/?521075-1/fourth-hearing-investigation-capitol-attack }} [https://january6th.house.gov Select Committee to Investigate the January 6th Attack on the United States Capitol] [[File:High-contrast-camera-video.svg|24px|video]] (2:43:17)
* {{cite AV media | author = United States House of Representatives | year= 2022e | series= January 6 Hearings | volume= 5 | title= Fifth Hearing on Investigation of Capitol Attack | publisher= C-SPAN | medium= Recorded June 23, 2022 3:00 PM ET | publication-date= June 23, 2022 | url= https://www.c-span.org/video/?521076-1/hearing-investigation-capitol-attack }} [https://january6th.house.gov Select Committee to Investigate the January 6th Attack on the United States Capitol] [[File:High-contrast-camera-video.svg|24px|video]] (2:35:18)
* {{cite AV media | author = United States House of Representatives | year= 2022f | series= January 6 Hearings | volume= 6 | title= Sixth Hearing on Investigation of Capitol Attack | publisher= C-SPAN | medium= Recorded June 28, 2022 1:00 PM ET | publication-date= June 28, 2022 | url= https://www.c-span.org/video/?521387-1/sixth-hearing-investigation-capitol-attack }} [https://january6th.house.gov Select Committee to Investigate the January 6th Attack on the United States Capitol] [[File:High-contrast-camera-video.svg|24px|video]] (1:57:47)
* {{cite AV media | author = United States House of Representatives | year= 2022g | series= January 6 Hearings | volume= 7 | title= Seventh Hearing on Investigation of Capitol Attack | publisher= C-SPAN | medium= Recorded July 12, 2022 1:00 PM ET | publication-date= July 12, 2022 | url= https://www.c-span.org/video/?521495-1/seventh-hearing-investigation-capitol-attack }} [https://january6th.house.gov Select Committee to Investigate the January 6th Attack on the United States Capitol] [[File:High-contrast-camera-video.svg|24px|video]] (3:14:01)
* {{cite AV media | author = United States House of Representatives | year= 2022h | series= January 6 Hearings | volume= 8 | title= Eight Hearing on Investigation of Capitol Attack | publisher= C-SPAN | medium= Recorded July 21, 2022 8:00 PM ET | publication-date= July 21, 2022 | url= https://www.c-span.org/video/?521771-1/eighth-hearing-investigation-capitol-attack }} [https://january6th.house.gov Select Committee to Investigate the January 6th Attack on the United States Capitol] [[File:High-contrast-camera-video.svg|24px|video]] (2:47:20)</text>
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  <page>
    <title>Orbital platforms</title>
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      <text bytes="104156" xml:space="preserve">&lt;imagemap&gt;
File:Space station size comparison.svg|270px|thumb|[[File:interactive icon.svg|left|18px|link=|The image above contains clickable links|alt=The image above contains clickable links]] Size comparisons between current and past space stations as they appeared most recently. Solar panels in blue, heat radiators in red. Note that stations have different depths not shown by silhouettes. Credit: [[w:user:Evolution and evolvability|Evolution and evolvability]].{{tlx|free media}}
rect 0   0   550 420  [[International Space Station]]
rect 550 0   693 420  [[Tiangong Space Station]]
rect 0   420 260 700  [[Mir]]
rect 260 420 500 700  [[Skylab]]
rect 500 420 693 700  [[Tiangong-2]]
rect 0   700 160 921  [[Salyut 1]]
rect 160 700 280 921  [[Salyut 2]]
rect 280 700 420 921  [[Salyut 4]]
rect 420 700 550 921  [[Salyut 6]]
rect 550 700 693 921  [[Salyut 7]]
&lt;/imagemap&gt;
'''Def.''' a &quot;manned [crewed] artificial satellite designed for long-term habitation, research, etc.&quot;&lt;ref name=SpaceStationWikt&gt;{{ cite book
|author=[[wikt:User:SemperBlotto|SemperBlotto]]
|title=space station
|publisher=Wikimedia Foundation, Inc
|location=San Francisco, California
|date=20 June 2005
|url=https://en.wiktionary.org/wiki/space_station
|accessdate=6 July 2022 }}&lt;/ref&gt; is called a '''space station'''.

'''Def.''' &quot;a space station, generally constructed for one purpose, that orbits a celestial body such as a planet, asteroid, or star&quot;&lt;ref name=OrbitalPlatform&gt;{{ cite web
|author=Roberts
|title=Orbital platform
|publisher=Roberts Space Industries
|location=
|date=2021
|url=https://robertsspaceindustries.com/galactapedia/article/box5vnAx5w-orbital-platform
|accessdate=6 July 2022 }}&lt;/ref&gt; is called an '''orbital platform'''.
{{clear}}

==International Space Station==
[[Image:STS-134 International Space Station after undocking.jpg|thumb|right|250px|The International Space Station is featured in this image photographed by an STS-134 crew member on the space shuttle Endeavour after the station and shuttle began their post-undocking relative separation. Credit: NASA.{{tlx|free media}}]]
[[Image:ISS August06.jpg|thumb|left|250px|The Space Shuttle Endeavor crew captured this shot of the International Space Station (ISS) against the backdrop of Planet Earth. Credit: NASA.{{tlx|free media}}]]
[[Image:539956main ISS466.jpg|thumb|right|250px|The MISSE are usually loaded on the outside of International Space Station. The inset image shows where. Credit: NASA.{{tlx|fairuse}}]]
[[Image:STS-134 the starboard truss of the ISS with the newly-installed AMS-02.jpg|thumb|left|250px|In this image, the Alpha Magnetic Spectrometer-2 (AMS-02) is visible at center left on top of the starboard truss of the International Space Station. Credit: STS-134 crew member and NASA.{{tlx|free media}}]]
[[Image:Nasasupports.jpg|thumb|right|250px|This is a computer-generated image of the Extreme Universe Space Observatory (EUSO) as part of the Japanese Experiment Module (JEM) on the International Space Station (ISS). Credit: JEM-EUSO, Angela Olinto.{{tlx|fairuse}}]]
[[Image:BBND1.jpg|thumb|right|250px|This image shows a Bonner Ball Neutron Detector which is housed inside the small plastic ball when the top is put back on. Credit: NASA.{{tlx|free media}}]]
On the right is the International Space Station after the undocking of STS-134 Space Shuttle.

The Space Shuttle Endeavor crew captured this shot [on the left] of the International Space Station (ISS) against the backdrop of Planet Earth.

&quot;Since 2001, NASA and its partners have operated a series of flight experiments called Materials International Space Station Experiment, or MISSE [on the second right]. The objective of MISSE is to test the stability and durability of materials and devices in the space environment.&quot;&lt;ref name=Sheldon&gt;{{ cite book
|author=Sheldon
|title=Materials: Out of This World
|publisher=NASA News
|location=Washington DC USA
|date=April 29, 2011
|url=http://spacestationinfo.blogspot.com/2011_04_01_archive.html
|accessdate=2014-01-08 }}&lt;/ref&gt;

The '''Alpha Magnetic Spectrometer''' on the second left is designed to search for various types of unusual matter by measuring cosmic rays.

The '''Extreme Universe Space Observatory''' ('''EUSO''') [on the third right] is the first Space mission concept devoted to the investigation of cosmic rays and neutrinos of [[w:Ultra-high-energy cosmic ray|extreme energy]] ({{nowrap|E &gt; {{val|5|e=19|u=eV}}}}). Using the Earth's atmosphere as a giant detector, the detection is performed by looking at the streak of [[w:fluorescence|fluorescence]] produced when such a particle interacts with the Earth's atmosphere.

The Space Environment Data Acquisition equipment-Attached Payload (SEDA-AP) aboard the Kibo (International Space Station module) measures neutrons, plasma, heavy ions, and high-energy light particles in ISS orbit.

On the lower right is a Bonner Ball Neutron Detector &quot;BBND ... determined that galactic cosmic rays were the major cause of secondary neutrons measured inside ISS. The neutron energy spectrum was measured from March 23, 2001 through November 14, 2001 in the U.S. Laboratory Module of the ISS. The time frame enabled neutron measurements to be made during a time of increased solar activity (solar maximum) as well as observe the results of a solar flare on November 4, 2001.&quot;&lt;ref name=Choy&gt;{{ cite book
|author=Tony Choy
|title=Bonner Ball Neutron Detector (BBND)
|publisher=NASA
|location=Johnson Space Center, Human Research Program, Houston, TX, United States
|date=July 25, 2012
|url=http://www.nasa.gov/mission_pages/station/research/experiments/BBND.html
|accessdate=2012-08-17 }}&lt;/ref&gt;

&quot;Bonner Ball Neutron Detector (BBND) [shown with its cap off] measures neutron radiation (low-energy, uncharged particles) which can deeply penetrate the body and damage blood forming organs. Neutron radiation is estimated to be 20 percent of the total radiation on the International Space Station (ISS). This study characterizes the neutron radiation environment to develop safety measures to protect future ISS crews.&quot;&lt;ref name=Choy&gt;{{ cite book
|author=Tony Choy
|title=Bonner Ball Neutron Detector (BBND)
|publisher=NASA
|location=Johnson Space Center, Human Research Program, Houston, TX, United States
|date=July 25, 2012
|url=http://www.nasa.gov/mission_pages/station/research/experiments/BBND.html
|accessdate=2012-08-17 }}&lt;/ref&gt;

Six BBND detectors were distributed around the International Space Station (ISS) to allow data collection at selected points.

&quot;The six BBND detectors provided data indicating how much radiation was absorbed at various times, allowing a model of real-time exposure to be calculated, as opposed to earlier models of passive neutron detectors which were only capable of providing a total amount of radiation received over a span of time. Neutron radiation information obtained from the Bonner Ball Neutron Detector (BBND) can be used to develop safety measures to protect crewmembers during both long-duration missions on the ISS and during interplanetary exploration.&quot;&lt;ref name=Choy/&gt;

&quot;The Bonner Ball Neutron Detector (BBND) developed by Japan Aerospace and Exploration Agency (JAXA) was used inside the International Space Station (ISS) to measure the neutron energy spectrum. It consisted of several neutron moderators enabling the device to discriminate neutron energies up to 15 MeV (15 mega electron volts). This BBND characterized the neutron radiation on ISS during Expeditions 2 and 3.&quot;&lt;ref name=Choy/&gt;

&quot;BBND results show the overall neutron environment at the ISS orbital altitude is influenced by highly energetic galactic cosmic rays, except in the South Atlantic Anomaly (SAA) region where protons trapped in the Earth's magnetic field cause a more severe neutron environment. However, the number of particles measured per second per square cm per MeV obtained by BBND is consistently lower than that of the precursor investigations. The average dose-equivalent rate observed through the investigation was 3.9 micro Sv/hour or about 10 times the rate of radiological exposure to the average US citizen. In general, radiation damage to the human body is indicated by the amount of energy deposited in living tissue, modified by the type of radiation causing the damage; this is measured in units of Sieverts (Sv). The background radiation dose received by an average person in the United States is approximately 3.5 milliSv/year. Conversely, an exposure of 1 Sv can result in radiation poisoning and a dose of five Sv will result in death in 50 percent of exposed individuals. The average dose-equivalent rate observed through the BBND investigation is 3.9 micro Sv/hour, or about ten times the average US surface rate. The highest rate, 96 microSv/hour was observed in the SAA region.&quot;&lt;ref name=Choy/&gt;

&quot;The November 4, 2001 solar flare and the associated geomagnetic activity caused the most severe radiation environment inside the ISS during the BBND experiment. The increase of neutron dose-equivalent due to those events was evaluated to be 0.19mSv, which is less than 1 percent of the measured neutron dose-equivalent measured over the entire 8-month period.&quot;&lt;ref name=Choy/&gt;
{{clear}}

==Mir==
[[Image:Mir Space Station viewed from Endeavour during STS-89.jpg|thumb|right|250px|Approach view is of the Mir Space Station viewed from Space Shuttle Endeavour during the STS-89 rendezvous. Credit: NASA.{{tlx|free media}}]]
In the image on the right, a Progress cargo ship is attached on the left, a Soyuz manned spacecraft attached on the right. Mir is seen on the right from Space Shuttle Endeavour during STS-89 (28 January 1998).

Mir was a space station that operated in low Earth orbit from 1986 to 2001, operated by the Soviet Union and later by Russia. Mir was the first modular space station and was assembled in orbit from 1986 to 1996. It had a greater mass than any previous spacecraft. At the time it was the largest artificial satellite in orbit, succeeded by the International Space Station (ISS) after Mir's orbit decayed.

''Mir'' was the first continuously inhabited long-term research station in orbit and held the record for the longest continuous human presence in space at 3,644 days, until it was surpassed by the ISS on 23 October 2010.&lt;ref name=Jackman&gt;{{cite journal|last=Jackman|first=Frank|title=ISS Passing Old Russian Mir In Crewed Time|url=http://www.aviationweek.com/aw/generic/story_channel.jsp?channel=space&amp;id=news/asd/2010/10/28/11.xml|Journal=Aviation Week|date=29 October 2010}}&lt;/ref&gt;

The first module of the station, known as the Mir Core Module or base block, was launched in 1986 and followed by six further modules. Proton rockets were used to launch all of its components except for the Mir Docking Module, which was installed by US Space Shuttle mission STS-74 in 1995. When complete, the station consisted of seven pressurised modules and several unpressurised components. Power was provided by several photovoltaic arrays attached directly to the modules. The station was maintained at an orbit between {{convert|296|km|mi|0|abbr=on}} and {{convert|421|km|mi|0|abbr=on}} altitude and travelled at an average speed of 27,700&amp;nbsp;km/h (17,200&amp;nbsp;mph), completing 15.7 orbits per day.&lt;ref name=&quot;MirBIS&quot;&gt;{{cite book|title=The History of Mir 1986–2000|publisher=British Interplanetary Society|{{isbn|978-0-9506597-4-9}}|editor=Hall, R.|url=https://archive.org/details/historyofmir19860000unse |date=February 2021}}&lt;/ref&gt;&lt;ref name=&quot;FinalBIS&quot;&gt;{{cite book|title=Mir: The Final Year|publisher=British Interplanetary Society|{{isbn|978-0-9506597-5-6}}|editor=Hall, R. |date=February 2021}}&lt;/ref&gt;&lt;ref name=&quot;OrbitCalc&quot;&gt;{{cite web|title=Orbital period of a planet|publisher=CalcTool|accessdate=12 September 2010|url=https://web.archive.org/web/20191112095042/http://www.calctool.org/CALC/phys/astronomy/planet_orbit }}&lt;/ref&gt;
{{clear}}

==Polar Satellite 4==
[[Image:PSLV C45 EMISAT campaign 09.jpg|right|thumb|375x375px|Third and fourth stages of PSLV-C45. Credit: Indian Space Research Organisation.{{tlx|free media}}]]
PS4 has carried hosted payloads like AAM on PSLV-C8,&lt;ref name=&quot;:6&quot;&gt;{{cite web|url=https://www.isro.gov.in/sites/default/files/flipping_book/PSLV-C8/files/assets/common/downloads/publication.pdf|title=PSLV C8 / AGILE brochure}}&lt;/ref&gt; Luxspace (Rubin 9.1)/(Rubin 9.2) on PSLV-C14&lt;ref&gt;{{cite web|url=https://www.isro.gov.in/sites/default/files/flipping_book/PSLV-C14/files/assets/common/downloads/publication.pdf|title=PSLV C14/Oceansat-2 brochure}}&lt;/ref&gt; and mRESINS on PSLV-C21.&lt;ref&gt;{{cite web |url=https://www.dos.gov.in/sites/default/files/flipping_book/Space%20India%20July%2012-Aug%2013/files/assets/common/downloads/Space%20India%20July%2012-Aug%2013.pdf|title=Space-India July 2012 to August 2013 }}&lt;/ref&gt;

PS4 is being augmented to serve as a long duration orbital platform after completion of its primary mission. PS4 Orbital Platform (PS4-OP) will have its own power supply, telemetry package, data storage and attitude control for hosted payloads.&lt;ref&gt;{{cite web|url=http://www.unoosa.org/documents/pdf/copuos/stsc/2019/tech-55E.pdf|title=Opportunities for science experiments in the fourth stage of India's PSLV|date=21 February 2019}}&lt;/ref&gt;&lt;ref&gt;{{cite web|url=https://www.isro.gov.in/sites/default/files/orbital_platform-_ao.pdf|title=Announcement of Opportunity (AO) for Orbital platform: an avenue for in-orbit scientific experiments|date=15 June 2019}}&lt;/ref&gt;&lt;ref&gt;{{cite web|url=https://timesofindia.indiatimes.com/india/2-days-after-space-station-news-isro-calls-for-docking-experiments-on-pslv-stage-4/articleshow/69800354.cms|title=2 days after Space Station news, Isro calls for &quot;docking experiments&quot; on PSLV stage-4|first=Chethan|last=Kumar|work=The Times of India|accessdate=23 February 2020}}&lt;/ref&gt;

On PSLV-C37 and PSLV-C38 campaigns,&lt;ref&gt;{{Cite web |title=''In-situ'' observations of rocket burn induced modulations of the top side ionosphere using the IDEA payload on-board the unique orbiting experimental platform (PS4) of the Indian Polar Orbiting Satellite Launch Vehicle mission - ISRO |url=https://www.isro.gov.in/situ-observations-of-rocket-burn-induced-modulations-of-top-side-ionosphere-using-idea-payload-board |accessdate=2022-06-27 |website=www.isro.gov.in |language=en}}&lt;/ref&gt; as a demonstration PS4 was kept operational and monitored for over ten orbits after delivering spacecraft.&lt;ref&gt;{{cite web |title=Department of Space Annual Report 2017-18|url=https://web.archive.org/web/20180213093132/https://www.isro.gov.in/sites/default/files/article-files/node/9805/annualreport2017-18.pdf }}&lt;/ref&gt;&lt;ref name=Singh&gt;{{cite web |url=https://timesofindia.indiatimes.com/india/in-a-first-isro-will-make-dead-rocket-stage-alive-in-space-for-experiments/articleshow/67067817.cms|title=In a first, ISRO will make dead rocket stage &quot;alive&quot; in space for experiments|first=Surendra|last=Singh|work=The Times of India|date=16 December 2018|accessdate=23 February 2020}}&lt;/ref&gt;&lt;ref name=Rajasekhar&gt;{{cite web|url=https://www.deccanchronicle.com/science/science/200617/isro-to-lower-rockets-altitude.html|title=Isro to lower rocket's altitude|last=rajasekhar|first=pathri|publisher=Deccan Chronicle|date=2017-06-20|accessdate=23 February 2020}}&lt;/ref&gt; 

PSLV-C44 was the first campaign where PS4 functioned as independent orbital platform for short duration as there was no on-board power generation capacity.&lt;ref name=Rajwi&gt;{{cite news|last=Rajwi|first=Tiki |url=https://www.thehindu.com/news/national/kerala/pslv-lift-off-with-added-features/article25981654.ece|title=PSLV lift-off with added features|date=2019-01-12|newspaper=The Hindu|issn=0971-751X|accessdate=23 February 2020}}&lt;/ref&gt; It carried KalamSAT-V2 as a fixed payload, a 1U cubesat by Space Kidz India based on Interorbital Systems kit.&lt;ref&gt;{{cite web|title=PSLV-C44 - ISRO |url=https://www.isro.gov.in/launcher/pslv-c44|accessdate=26 June 2020|website=isro.gov.in}}&lt;/ref&gt;&lt;ref&gt;{{cite web
|title=Congratulations to ISRO and SpaceKidzIndia on getting their CubeSat into orbit! The students modified their IOS CubeSat kit, complete w/ their own experiments!|author=Interorbital Systems|date=25 January 2019|url=https://twitter.com/interorbital/status/1088526772109422592 }}&lt;/ref&gt;

On PSLV-C45 campaign, the fourth stage had its own power generation capability as it was augmented with an array of fixed solar cells around PS4 propellant tank.&lt;ref name=Clark&gt;{{cite web |url=https://spaceflightnow.com/2019/04/01/indian-military-satellite-20-more-planet-imaging-cubesats-aboard-successful-pslv-launch/|title=Indian military satellite, 20 more Planet imaging CubeSats launched by PSLV|last=Clark|first=Stephen|publisher=Spaceflight Now|accessdate=2020-02-23}}&lt;/ref&gt; Three payloads hosted on PS4-OP were, Advanced Retarding Potential Analyzer for Ionospheric Studies (ARIS 101F) by IIST,&lt;ref&gt;{{cite web|url=https://www.iist.ac.in/avionics/sudharshan.kaarthik|title=Department of Avionics, R. Sudharshan Kaarthik, Ph.D (Assistant Professor)}}&lt;/ref&gt; experimental Automatic identification system (AIS) payload by ISRO and AISAT by Satellize.&lt;ref&gt;{{cite web|url=https://satellize.com/index.php/exseed-sat-2/|title=Exseed Sat-2|publisher=Satellize|accessdate=23 February 2020}}&lt;/ref&gt; To function as orbital platform, fourth stage was put in spin-stabilized mode using its RCS thrusters.&lt;ref&gt;{{Cite web |date=16 June 2021 |title=Opportunity for Scientific Experiments on PSLV Upper Stage Orbital Platform |url=https://www.unoosa.org/documents/pdf/psa/hsti/Hyper-Microgravity_Webinar2021/Hyper-Microgravity_Webinar2021/9_RegionalActivities/R._Senan_Hypermicrogravity_ISRO.pdf}}&lt;/ref&gt;

==Salyut 1==
[[Image:Salyut 1.jpg|thumb|right|250px|Salyut 1 is photographed from the departing Soyuz 11. Credit: [[w:user:Viktor Patsayev|Viktor Patsayev]].{{tlx|fairuse}}]]
Salyut 1 (DOS-1) was the world's first space station launched into low Earth orbit by the Soviet Union on April 19, 1971. The Soyuz 11 crew achieved successful hard docking and performed experiments in Salyut 1 for 23 days.

Civilian Soviet space stations were internally referred to as DOS (the Russian acronym for &quot;Long-duration orbital station&quot;), although publicly, the Salyut name was used for the first six DOS stations (''Mir'' was internally known as DOS-7).&lt;ref&gt;Portree, David S. F. (March 1995). &quot;Part 2 – Almaz, Salyut, and Mir&quot; . Mir Hardware Heritage . Johnson Space Center Reference Series. NASA. NASA Reference Publication 1357 – via Wikisource.&lt;/ref&gt;

The astrophysical Orion 1 Space Observatory designed by Grigor Gurzadyan of Byurakan Observatory in Armenia, was installed in Salyut 1. Ultraviolet spectrograms of stars were obtained with the help of a mirror telescope of the Mersenne Three-mirror_anastigmat system and a spectrograph of the Wadsworth system using film sensitive to the far ultraviolet. The dispersion of the spectrograph was 32&amp;nbsp;Å/mm (3.2&amp;nbsp;nm/mm), while the resolution of the spectrograms derived was about 5&amp;nbsp;Å at 2600&amp;nbsp;Å (0.5&amp;nbsp;nm at 260&amp;nbsp;nm). Slitless spectrograms were obtained of the stars ''Vega'' and ''Beta Centauri'' between 2000 and 3800&amp;nbsp;Å (200 and 380&amp;nbsp;nm).&lt;ref name=Gurzadyan&gt;{{cite journal |title=Observed Energy Distribution of α Lyra and β Cen at 2000–3800 Å |journal=Nature |first1=G. A. |last1=Gurzadyan |first2=J. B. |last2=Ohanesyan |volume=239 |issue=5367 |page=90 |date=September 1972 |doi=10.1038/239090a0 |bibcode=1972Natur.239...90G|s2cid=4265702 }}&lt;/ref&gt; The telescope was operated by crew member Viktor Patsayev, who became the first man to operate a telescope outside of the Earth's atmosphere.&lt;ref name=&quot;Marett-Crosby2013&quot;&gt;{{cite book|last=Marett-Crosby|first=Michael|title=Twenty-Five Astronomical Observations That Changed the World: And How To Make Them Yourself|url=https://books.google.com/books?id=0KRSphlvsqgC&amp;pg=PA282|accessdate=2018-04-18|date=2013-06-28|publisher=Springer Science &amp; Business Media|{{isbn|9781461468004}}|page=282 }}&lt;/ref&gt;
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==Salyut 3==
[[Image:Salyut 3 paper model.JPG|thumb|right|250px|Salyut 3 (Almaz 2) Soviet military space station model shows Soyuz 14 docked. Credit: [[c:user:Godai|Godai]].{{tlx|free media}}]]
Salyut 3; also known as OPS-2&lt;ref name=Zak&gt;{{cite web|url=http://www.russianspaceweb.com/almaz_ops2.html|title=OPS-2 (Salyut-3)|author=Anatoly Zak|publisher=RussianSpaceWeb.com}}&lt;/ref&gt; or Almaz 2&lt;ref name=Portree1995&gt;D.S.F. Portree (March 1995). &quot;Mir Hardware Heritage&quot; (PDF). NASA. Archived from the original (PDF) on 2009-09-07.&lt;/ref&gt;) was a Soviet Union space station launched on 25 June 1974. It was the second Almaz military space station, and the first such station to be launched successfully.&lt;ref name=Portree1995/&gt; It was included in the Salyut program to disguise its true military nature.&lt;ref name=Hall&gt;Rex Hall, David Shayler (2003). Soyuz: a universal spacecraft. Springer. p. 459. ISBN 1-85233-657-9.&lt;/ref&gt; Due to the military nature of the station, the Soviet Union was reluctant to release information about its design, and about the missions relating to the station.&lt;ref name=Zimmerman&gt;Robert Zimmerman (September 3, 2003). Leaving Earth: Space Stations, Rival Superpowers, and the Quest for Interplanetary Travel. Joseph Henry Press. pp. 544. ISBN 0-309-08548-9.&lt;/ref&gt;

It attained an altitude of 219 to 270&amp;nbsp;km on launch&lt;ref name=Bond&gt;Peter Bond (20 June 2002). The continuing story of the International Space Station. Springer. p. 416. {{ISBN|1-85233-567-X}}.&lt;/ref&gt; and NASA reported its final orbital altitude was 268 to 272&amp;nbsp;km.&lt;ref name=NASAcat&gt;{{cite web|url=https://nssdc.gsfc.nasa.gov/nmc/spacecraft/display.action?id=1974-046A|title=Salyut 3 - NSSDC ID: 1974-046A|publisher=NASA}}&lt;/ref&gt;

The space stations funded and developed by the military, known as ''Almaz'' stations, were roughly similar in size and shape to the civilian DOS stations.&lt;ref name=Zimmerman/&gt; But the details of their design, which is attributed to Vladimir Chelomey, are considered to be significantly different from the DOS stations.&lt;ref name=Zimmerman/&gt; The first Almaz station was Salyut 2, which launched in April 1973, but failed only days after reaching orbit, and hence it was never manned.&lt;ref name=Portree1995/&gt;

Salyut 3 consisted of an airlock chamber, a large-diameter work compartment, and a small diameter living compartment, giving a total habitable volume of 90 m³.&lt;ref name=Portree/&gt; It had two solar arrays, one docking port, and two main engines, each of which could produce 400 kgf (3.9 kN) of thrust.&lt;ref name=Portree/&gt; Its launch mass was 18,900 kg.&lt;ref name=Portree1995/&gt;

The station came equipped with a shower, a standing sleeping station, as well as a foldaway bed.&lt;ref name=Portree1995/&gt; The floor was covered with hook and loop fastener (Velcro) to assist the cosmonauts moving around the station. Some entertainment on the station included a magnetic chess set, a small library, and a cassette deck with some audio compact Cassette tapes.&lt;ref name=Portree/&gt; Exercise equipment included a treadmill and Pingvin exercise suit.&lt;ref name=Portree/&gt; The first water-recycling facilities were tested on the station; the system was called Priboy.&lt;ref name=Portree1995/&gt;

The work compartment was dominated by the ''Agat-1'' Earth-observation telescope, which had a focal length of 6.375 metres and an optical resolution better than three metres, according to post-Soviet sources;&lt;ref name=Siddiqi/&gt;. Another NASA source&lt;ref name=Portree1995/&gt; states the focal length was 10 metres; but Portree's document preceded Siddiqi's by several years, during which time more information about the specifications was gathered. NASA historian Siddiqi has speculated that given the size of the telescope's mirror, it likely had a resolution better than one metre.&lt;ref name=Siddiqi&gt;{{cite book|title=Challenge to Apollo: The Soviet Union and the Space Race, 1945-1974|author=Siddiqi, Asif A.|publisher=NASA|year=2000}} SP-2000-4408. [https://history.nasa.gov/SP-4408pt1.pdf Part 2 (page 1-499)], [https://history.nasa.gov/SP-4408pt2.pdf Part 1 (page 500-1011)]&lt;/ref&gt; The telescope was used in conjunction with a wide-film camera, and was used primarily for military reconnaissance purposes.&lt;ref name=Siddiqi/&gt; The cosmonauts are said to have observed targets set out on the ground at Baikonur. Secondary objectives included study of water pollution, agricultural land, possible ore-bearing landforms, and oceanic ice formation.&lt;ref name=Portree1995/&gt;

The Salyut 3, although called a &quot;civilian&quot; station, was equipped with a &quot;self-defence&quot; gun which had been designed for use aboard the station, and whose design is attributed to Alexander Nudelman.&lt;ref name=Zak/&gt; Some accounts claim the station was equipped with a Nudelman-Rikhter &quot;Vulkan&quot; gun, which was a variant of the Nudelman-Rikhter NR-23 (23 mm Nudelman) aircraft cannon, or possibly a Nudelman-Rikhter NR-30 (Nudelman NR-30) 30&amp;nbsp;mm gun.&lt;ref name=Olberg&gt;[http://space.au.af.mil/books/oberg/ch02.pdf James Olberg, ''Space Power Theory'', Ch. 2]&lt;/ref&gt; Later Russian sources indicate that the gun was the virtually unknown (in the West) Rikhter R-23.&lt;ref&gt;Широкоград А.Б. (2001) ''История авиационного вооружения'' Харвест (Shirokograd A.B. (2001) ''Istorya aviatsionnogo vooruzhenia'' Harvest. {{ISBN|985-433-695-6}}) (''History of aircraft armament'')
p. 162&lt;/ref&gt; These claims have reportedly been verified by Pavel Popovich, who had visited the station in orbit, as commander of Soyuz 14.&lt;ref name=Olberg/&gt; Due to potential shaking of the station, in-orbit tests of the weapon with cosmonauts in the station were ruled out.&lt;ref name=Zak/&gt; The gun was fixed to the station in such a way that the only way to aim would have been to change the orientation of the entire station.&lt;ref name=Zak/&gt;&lt;ref name=Olberg/&gt; Following the last manned mission to the station, the gun was commanded by the ground to be fired; some sources say it was fired to depletion,&lt;ref name=Olberg/&gt; while other sources say three test firings took place during the Salyut 3 mission.&lt;ref name=Zak/&gt;
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==Salyut 4==
[[Image:Salyut-4 diagram.gif|thumb|right|250px|Diagram shows the orbital configuration of the Soviet space station Salyut 4 with a docked Soyuz 7K-T spacecraft. Credit: [[c:user:Bricktop|Bricktop]].{{tlx|free media}}]]
Installed on the Salyut 4 were OST-1 (Orbiting Solar Telescope) 25&amp;nbsp;cm solar telescope with a focal length of 2.5m and spectrograph shortwave diffraction spectrometer for far ultraviolet emissions, designed at the Crimean Astrophysical Observatory, and two X-ray telescopes.&lt;ref&gt;[http://www.friends-partners.org/partners/mwade/craft/salyut4.htm Salyut 4&lt;!-- Bot generated title --&gt;]&lt;/ref&gt;&lt;ref&gt;[http://adsabs.harvard.edu/abs/1979IzKry..59...31B The design of the Salyut-4 orbiting solar telescope]&lt;/ref&gt; One of the X-ray telescopes, often called the ''Filin telescope'', consisted of four gas flow proportional counters, three of which had a total detection surface of 450&amp;nbsp;cm&lt;sup&gt;2&lt;/sup&gt; in the energy range 2–10 keV, and one of which had an effective surface of 37&amp;nbsp;cm&lt;sup&gt;2&lt;/sup&gt; for the range 0.2 to 2 keV (32 to 320 Attojoule (aJ)). The field of view was limited by a slit collimator to 3 in × 10 in full width at half maximum. The instrumentation also included optical sensors which were mounted on the outside of the station together with the X-ray detectors, and power supply and measurement units which were inside the station. Ground-based calibration of the detectors was considered along with in-flight operation in three modes: inertial orientation, orbital orientation, and survey. Data could be collected in 4 energy channels: 2 to 3.1 keV (320 to 497 aJ), 3.1 to 5.9 keV (497 to 945 aJ), 5.9 to 9.6 keV (945 to 1,538 aJ), and 2 to 9.6 keV (320 to 1,538 aJ) in the larger detectors. The smaller detector had discriminator levels set at 0.2 keV (32 aJ), 0.55 keV (88 aJ), and 0.95 keV (152 aJ).&lt;ref name=Salyut4&gt;{{cite web
|title=Archived copy |accessdate=2012-05-05|url=https://web.archive.org/web/20120504183030/http://www.astronautix.com/craft/salyut4.htm }}&lt;/ref&gt;

Other instruments include a swivel chair for vestibular function tests, lower body negative pressure gear for cardiovascular studies, bicycle ergometer integrated physical trainer (electrically driven running track 1 m X .3 m with elastic cords providing 50&amp;nbsp;kg load), penguin suits and alternate athletic suit, sensors for temperature and characteristics of upper atmosphere, ITS-K infrared telescope spectrometer and ultraviolet spectrometer for study of earth's infrared radiation, multispectral earth resources camera, cosmic ray detector, embryological studies, new engineering instruments tested for orientation of station by celestial objects and in darkness and a teletypewriter.&lt;ref name=Salyut4/&gt;
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==Salyut 5==
[[Image:Salyut 5.jpeg|thumb|right|250px|Image was obtained from the Almaz OPS page. Credit: [[c:user:Mpaoper|Mpaoper]].{{tlx|free media}}]]
Salyut 5 carried Agat, a camera which the crews used to observe the Earth. The first manned mission, Soyuz 21, was launched from Baikonur on 6 July 1976, and docked at 13:40 UTC the next day.&lt;ref name=Anikeev&gt;{{cite web|last=Anikeev|first=Alexander|title=Soyuz-21|work=Manned Astronautics, Figures and Facts|accessdate=31 December 2010|url=https://web.archive.org/web/20110319191201/http://space.kursknet.ru/cosmos/english/machines/s21.sht }}&lt;/ref&gt;

On 14 October 1976, Soyuz 23 was launched carrying Vyacheslav Zudov and Valery Rozhdestvensky to the space station. During approach for docking the next day, a faulty sensor incorrectly detected an unexpected lateral motion. The spacecraft's Igla automated docking system fired the spacecraft's maneuvering thrusters in an attempt to stop the non-existent motion. Although the crew was able to deactivate the Igla system, the spacecraft had expended too much fuel to reattempt the docking under manual control. Soyuz 23 returned to Earth on 16 October without completing its mission objectives.

The last mission to Salyut 5, Soyuz 24, was launched on 7 February 1977. Its crew consisted of cosmonauts Viktor Gorbatko and Yury Glazkov, who conducted repairs aboard the station and vented the air which had been reported to be contaminated. Scientific experiments were conducted, including observation of the sun. The Soyuz 24 crew departed on 25 February. The short mission was apparently related to Salyut 5 starting to run low on propellant for its main engines and attitude control system.&lt;ref name=Zak/&gt;
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==Salyut 6==
[[Image:Salyut 6.jpg|thumb|right|250px|Salyut 6 is photographed with docked Soyuz (right) and Progress (left). Credit: A cosmonaut of the Soviet space programme.{{tlx|fairuse}}]]
Salyut 6 aka DOS-5, was a Soviet orbital space station, the eighth station of the Salyut programme. It was launched on 29 September 1977 by a Proton rocket. Salyut 6 was the first space station to receive large numbers of crewed and uncrewed spacecraft for human habitation, crew transfer, international participation and resupply, establishing precedents for station life and operations which were enhanced on Mir and the International Space Station.

Salyut 6 was the first &quot;second generation&quot; space station, representing a major breakthrough in capabilities and operational success. In addition to a new propulsion system and its primary scientific instrument—the BST-1M multispectral telescope—the station had two docking ports, allowing two craft to visit simultaneously. This feature made it possible for humans to remain aboard for several months.&lt;ref name=Chiara&gt;{{cite book |title=Spacecraft: 100 Iconic Rockets, Shuttles, and Satellites that put us in Space |last1=De Chiara |first1=Giuseppe |last2=Gorn |first2=Michael H. |publisher=Quarto/Voyageur |date=2018 |location=Minneapolis |{{ISBN|9780760354186}} |pages=132–135}}&lt;/ref&gt; Six long-term resident crews were supported by ten short-term visiting crews who typically arrived in newer Soyuz craft and departed in older craft, leaving the newer craft available to the resident crew as a return vehicle, thereby extending the resident crew's stay past the design life of the Soyuz. Short-term visiting crews routinely included international cosmonauts from Warsaw pact countries participating in the Soviet Union's Intercosmos programme. These cosmonauts were the first spacefarers from countries other than the Soviet Union or the United States. Salyut 6 was visited and resupplied by twelve uncrewed Progress spacecraft including Progress 1, the first instance of the series. Additionally, Salyut 6 was visited by the first instances of the new Soyuz-T spacecraft.
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==Salyut 7==
[[Image:Salyut7 with docked spacecraft.jpg|thumb|right|250px|A view of the Soviet orbital station Salyut 7, with a docked Soyuz spacecraft in view. Credit:NASA.{{tlx|fairuse}}]]
Salyut 7 a.k.a. DOS-6, short for Durable Orbital Station&lt;ref name=Portree1995/&gt;) was a space station in low Earth orbit from April 1982 to February 1991.&lt;ref name=Portree1995/&gt; It was first crewed in May 1982 with two crew via Soyuz T-5, and last visited in June 1986, by Soyuz T-15.&lt;ref name=Portree1995/&gt; Various crew and modules were used over its lifetime, including 12 crewed and 15 uncrewed launches in total.&lt;ref name=Portree1995/&gt; Supporting spacecraft included the Soyuz T, Progress, and TKS spacecraft.&lt;ref name=Portree1995/&gt;
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==Skylab==
[[Image:Skylab (SL-4).jpg|thumb|right|250px|Skylab is an example of a manned observatory in orbit. Credit: NASA.{{tlx|free media}}]]
Skylab included an Apollo Telescope Mount, which was a multi-spectral solar observatory. Numerous scientific experiments were conducted aboard Skylab during its operational life, and crews were able to confirm the existence of coronal holes in the Sun. The Earth Resources Experiment Package (EREP), was used to view the Earth with sensors that recorded data in the visible, infrared, and microwave spectral regions.
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==Skylab 2==
[[Image:40 Years Ago, Skylab Paved Way for International Space Station.jpg|thumb|right|250px|Skylab is photographed from the departing Skylab 2 spacecraft. Credit: NASA Skylab 2 crew.{{tlx|free media}}]]
As the crew of Skylab 2 departs, the gold sun shield covers the main portion of the space station. The solar array at the top was the one freed during a spacewalk. The four, windmill-like solar arrays are attached to the Apollo Telescope Mount used for solar astronomy.
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==Skylab 3==
[[Image:Skylab 3 Close-Up - GPN-2000-001711.jpg|thumb|right|250px|Skylab is photographed by the arriving Skylab 3 crew. Credit: NASA Skylab 3 crew.{{tlx|free media}}]]
A close-up view of the Skylab space station photographed against an Earth background from the Skylab 3 Command/Service Module during station-keeping maneuvers prior to docking. The Ilha Grande de Gurupá area of the Amazon River Valley of Brazil can be seen below. Aboard the command module were astronauts Alan L. Bean, Owen K. Garriott, and Jack R. Lousma, who remained with the Skylab space station in Earth's orbit for 59 days. This picture was taken with a hand-held 70mm Hasselblad camera using a 100mm lens and SO-368 medium speed Ektachrome film. Note the one solar array system wing on the Orbital Workshop (OWS) which was successfully deployed during extravehicular activity (EVA) on the first manned Skylab flight. The parasol solar shield which was deployed by the Skylab 2 crew can be seen through the support struts of the Apollo Telescope Mount.
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==Skylab 4==
[[Image:Skylab and Earth Limb - GPN-2000-001055.jpg|thumb|right|250px|The final view of Skylab, from the departing mission 4 crew, with Earth in the background. Credit: NASA Skylab 4 crew.{{tlx|free media}}]]
An overhead view of the Skylab Orbital Workshop in Earth orbit as photographed from the Skylab 4 Command and Service Modules (CSM) during the final fly-around by the CSM before returning home.

During launch on May 14, 1973, 63 seconds into flight, the micrometeor shield on the Orbital Workshop (OWS) experienced a failure that caused it to be caught up in the supersonic air flow during ascent. This ripped the shield from the OWS and damaged the tie-downs that secured one of the solar array systems.

Complete loss of one of the solar arrays happened at 593 seconds when the exhaust plume from the S-II's separation rockets impacted the partially deployed solar array system. Without the micrometeoroid shield that was to protect against solar heating as well, temperatures inside the OWS rose to 126°F.

The rectangular gold &quot;parasol&quot; over the main body of the station was designed to replace the missing micrometeoroid shield, to protect the workshop against solar heating. The replacement solar shield was deployed by the Skylab I crew.
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==Spacelabs==
[[Image:STS-42 view of payload bay.jpg|thumb|upright=1.0|right|300px|STS-42 is shown with Spacelab hardware in the orbiter bay overlooking Earth. Credit: NASA STS-42 crew.{{tlx|free media}}]]
OSS-l (named for the NASA Office of Space Science and Applications) onboard STS-3 consisted of a number of instruments mounted on a Spacelab pallet, intended to obtain data on the near-Earth environment and the extent of contamination caused by the orbiter itself. Among other experiments, the OSS pallet contained a X-ray detector for measuring the polarization of X-rays emitted by solar flares.&lt;ref name=Tramiel1984&gt;{{cite journal|author=Tramiel, Leonard J.|author2=Chanan, Gary A. |author3=Novick, R.|title=Polarization evidence for the isotropy of electrons responsible for the production of 5-20 keV X-rays in solar flares|bibcode=1984ApJ...280..440T|date=1 May 1984|journal=The Astrophysical Journal|doi=10.1086/162010|volume=280|page=440}}&lt;/ref&gt;
Spacelab was a reusable laboratory developed by European Space Agency (ESA) and used on certain spaceflights flown by the Space Shuttle. The laboratory comprised multiple components, including a pressurized module, an unpressurized carrier, and other related hardware housed in the Shuttle's cargo bay. The components were arranged in various configurations to meet the needs of each spaceflight.

&quot;Spacelab is important to all of us for at least four good reasons. It expanded the Shuttle's ability to conduct science on-orbit manyfold. It provided a marvelous opportunity and example of a large international joint venture involving government, industry, and science with our European allies. The European effort provided the free world with a really versatile laboratory system several years before it would have been possible if the United States had had to fund it on its own. And finally, it provided Europe with the systems development and management experience they needed to move into the exclusive manned space flight arena.&quot;&lt;ref&gt;[https://ntrs.nasa.gov/archive/nasa/casi.ntrs.nasa.gov/19880009991.pdf ''Spacelab: An International Success Story'' Foreword by NASA Administrator James C. Fletcher]&lt;/ref&gt;

NASA shifted its focus from the Lunar missions to the Space Shuttle, and also space research.&lt;ref name=Portree&gt;{{cite web |url=https://spaceflighthistory.blogspot.com/2017/03/nasa-seeks-to-pep-up-shuttlespacelab.html |title=Spaceflight History: NASA Johnson's Plan to PEP Up Shuttle/Spacelab (1981) |last=Portree |first=David S.F. |date=2017 |website=Spaceflight History}}&lt;/ref&gt;

Spacelab consisted of a variety of interchangeable components, with the major one being a crewed laboratory that could be flown in Space Shuttle orbiter's bay and returned to Earth.&lt;ref name=&quot;Angelo&quot;&gt;{{cite book |author=Joseph Angelo |title=Dictionary of Space Technology |url=https://books.google.com/books?id=wSzfAQAAQBAJ&amp;pg=PA393 |year=2013 |publisher=Routledge |{{isbn|978-1-135-94402-5}} |page=393}}&lt;/ref&gt; However, the habitable module did not have to be flown to conduct a Spacelab-type mission and there was a variety of pallets and other hardware supporting space research.&lt;ref name=&quot;Angelo&quot;/&gt; The habitable module expanded the volume for astronauts to work in a shirt-sleeve environment and had space for equipment racks and related support equipment.&lt;ref name=&quot;Angelo&quot;/&gt; When the habitable module was not used, some of the support equipment for the pallets could instead be housed in the smaller Igloo, a pressurized cylinder connected to the Space Shuttle orbiter crew area.&lt;ref name=&quot;Angelo&quot;/&gt;

{| class=&quot;wikitable&quot;
|-
! Mission name
! Space Shuttle orbiter
! Launch date
! Spacelab &lt;br&gt;mission name
! Pressurized &lt;br&gt;module
! Unpressurized &lt;br&gt;modules
|-
| STS-2
| ''Columbia''
| November 12, 1981
| OSTA-1
| 
| 1 Pallet (E002)&lt;ref name=STS2&gt;{{cite web |url=https://www.nasa.gov/mission_pages/shuttle/shuttlemissions/archives/sts-2.html |title=STS-2 |publisher=NASA |accessdate=23 November 2010}}&lt;/ref&gt;
|-
| STS-3
| ''Columbia''
| March 22, 1982
| OSS-1
| 
| 1 Pallet (E003)&lt;ref name=STS3&gt;{{cite web |url=https://www.nasa.gov/mission_pages/shuttle/shuttlemissions/archives/sts-3.html |title=STS-3 |publisher=NASA |accessdate=23 November 2010}}&lt;/ref&gt;
|-
| STS-9
| ''Columbia''
| November 28, 1983
| Spacelab 1
| Module LM1
| 1 Pallet (F001)
|-
| STS-41-G
| ''Challenger''
| October 5, 1984
| OSTA-3
| 
| 1 Pallet (F006)&lt;ref name=NASA28&gt;{{cite web |url=https://science.nasa.gov/science-news/science-at-nasa/1999/msad15mar99_1/ |title=Spacelab joined diverse scientists and disciplines on 28 Shuttle missions |publisher=NASA |date=15 March 1999 |accessdate=23 November 2010}}&lt;/ref&gt;
|-
| STS-51-A
| ''Discovery''
| November 8, 1984
| Retrieval of 2 satellites
| 
| 2 Pallets (F007+F008)
|-
| STS-51-B
| ''Challenger''
| April 29, 1985
| Spacelab 3
| Module LM1
| Multi-Purpose Experiment Support Structure (MPESS)
|-
| STS-51-F
| ''Challenger''
| July 29, 1985
| Spacelab 2
| Igloo
| 3 Pallets (F003+F004+F005) + IPS
|-
| STS-61-A
| ''Challenger''
| October 30, 1985
| Spacelab D1
| Module LM2
| MPESS
|-
| STS-35
| ''Columbia''
| December 2, 1990
| ASTRO-1
| Igloo
| 2 Pallets (F002+F010) + IPS
|-
| STS-40
| ''Columbia''
| June 5, 1991
| SLS-1
| Module LM1
| 
|-
| STS-42
| ''Discovery''
| January 22, 1992
| IML-1
| Module LM2
| 
|-
| STS-45
| ''Atlantis''
| March 24, 1992
| ATLAS-1
| Igloo
| 2 Pallets (F004+F005)
|-
| STS-50
| ''Columbia''
| June 25, 1992
| USML-1
| Module LM1
| Extended Duration Orbiter (EDO)
|-
| STS-46
| ''Atlantis''
| July 31, 1992
| TSS-1
| 
| 1 Pallet (F003)&lt;ref name=ESA-STS46&gt;{{cite web |url=https://www.esa.int/Enabling_Support/Operations/ESA_hands_over_a_piece_of_space_history |title=ESA hands over a piece of space history |publisher=ESA}}&lt;/ref&gt;
|-
| STS-47 (J)
| ''Endeavour''
| September 12, 1992
| Spacelab-J
| Module LM2
| 
|-
| STS-56
| ''Discovery''
| April 8, 1993
| ATLAS-2
| Igloo
| 1 Pallet (F008)
|-
| STS-55 (D2)
| ''Columbia''
| April 26, 1993
| Spacelab D2
| Module LM1
| Unique Support Structure (USS)
|-
| STS-58
| ''Columbia''
| October 18, 1993
| SLS-2
| Module LM2
| EDO
|-
| STS-61
| ''Endeavour''
| December 2, 1993
| HST SM 01
| 
| 1 Pallet (F009)
|-
| STS-59
| ''Endeavour''
| April 9, 1994
| SRL-1
| 
| 1 Pallet (F006)
|-
| STS-65
| ''Columbia''
| July 8, 1994
| IML-2
| Module LM1
| EDO
|-
| STS-64
| ''Discovery''
| September 9, 1994
| LITE
| 
| 1 Pallet (F007)&lt;ref name=PraxisLog&gt;{{cite book |title=Manned Spaceflight Log 1961–2006 |author=Tim Furniss |author2=David Shayler |author3=Michael Derek Shayler |publisher=Springer Praxis |page=829 |date=2007}}&lt;/ref&gt;
|-
| STS-68
| ''Endeavour''
| September 30, 1994
| SRL-2
| 
| 1 Pallet (F006)
|-
| STS-66
| ''Atlantis''
| November 3, 1994
| ATLAS-3
| Igloo
| 1 Pallet (F008)
|-
| STS-67
| ''Endeavour''
| March 2, 1995
| ASTRO-2
| Igloo
| 2 Pallets (F002+F010) + IPS + EDO
|-
| STS-71
| ''Atlantis''
| June 27, 1995
| Spacelab-Mir
| Module LM2
| 
|-
| STS-73
| ''Columbia''
| October 20, 1995
| USML-2
| Module LM1
| EDO
|-
| STS-75
| ''Columbia''
| February 22, 1996
| TSS-1R / USMP-3
| 
| 1 Pallet (F003)&lt;ref name=NASA28/&gt; + 2 MPESS + EDO
|-
| STS-78
| ''Columbia''
| June 20, 1996
| LMS
| Module LM2
| EDO
|-
| STS-82
| ''Discovery''
| February 21, 1997
| HST SM 02
| 
| 1 Pallet (F009)&lt;ref name=NASA28/&gt;
|-
| STS-83
| ''Columbia''
| April 4, 1997
| MSL-1
| Module LM1
| EDO
|-
| STS-94
| ''Columbia''
| July 1, 1997
| MSL-1R
| Module LM1
| EDO
|-
| STS-90
| ''Columbia''
| April 17, 1998
| Neurolab
| Module LM2
| EDO
|-
| STS-103
| ''Discovery''
| December 20, 1999
| HST SM 03A
| 
| 1 Pallet (F009)
|-
| STS-99
| ''Endeavour''
| February 11, 2000
| SRTM
| 
| 1 Pallet (F006)
|-
| STS-92
| ''Discovery''
| Oktober 11, 2000
| ISS assembly
| 
| 1 Pallet (F005)
|-
| STS-100
| ''Endeavour''
| April 19, 2001
| ISS assembly
| 
| 1 Pallet (F004)
|-
| STS-104
| ''Atlantis''
| July 12, 2001
| ISS assembly
| 
| 2 Pallets (F002+F010)
|-
| STS-109
| ''Columbia''
| March 1, 2002
| HST SM 03B
| 
| 1 Pallet (F009)
|-
| STS-123
| ''Endeavour''
| March 11, 2008
| ISS assembly
| 
| 1 Pallet (F004)
|-
| STS-125
| ''Atlantis''
| May 11, 2009
| HST SM 04
| 
| 1 Pallet (F009)
|}
{{clear}}

==Spacelab 1==
[[Image:Spacelab1 flight columbia.jpg|thumb|right|250px|Spacelab 1 was carried into space onboard STS-9. Credit: NASA STS-9 crew.{{tlx|free media}}]]
The Spacelab 1 mission had experiments in the fields of space plasma physics, solar physics, atmospheric physics, astronomy, and Earth observation.&lt;ref name=Shayler&gt;{{cite book |url=https://books.google.com/books?id=TweEC3h633AC&amp;pg=PA433 |title=NASA's Scientist-Astronauts |first1=David |last1=Shayler |last2=Burgess |first2=Colin |date=2007 |publisher=Springer Science &amp; Business Media |{{isbn|978-0-387-49387-9}} |page=433 |bibcode=2006nasa.book.....S }}&lt;/ref&gt;
{{clear}}

==Spacelab 2==
[[Image:STS-51-F Instrument Pointing System.jpg|thumb|right|250px|Spacelab 2 pallet is shown in the open payload bay of Space Shuttle ''Challenger''. Credit: NASA STS-19 crew.{{tlx|free media}}]]
View of the Spacelab 2 pallet in the open payload bay. The solar telescope on the Instrument Pointing System (IPS) is fully deployed. The Solar UV high resolution Telescope and Spectrograph are also visible.

The Spacelab Infrared Telescope (IRT) was also flown on the mission.&lt;ref name=Kent/&gt; The IRT was a {{cvt|15.2|cm}} aperture liquid helium-cooled infrared telescope, observing light between wavelengths of 1.7 to 118 μm.&lt;ref name=Kent&gt;[http://adsabs.harvard.edu/full/1992ApJS...78..403K Kent, et al. – '''Galactic structure from the Spacelab infrared telescope''' (1992)]&lt;/ref&gt; It was thought heat emissions from the Shuttle corrupting long-wavelength data, but it still returned useful astronomical data.&lt;ref name=Kent/&gt; Another problem was that a piece of mylar insulation broke loose and floated in the line-of-sight of the telescope.&lt;ref name=Kent/&gt; IRT collected infrared data on 60% of the galactic plane.&lt;ref name=&quot;ipac.caltech.edu&quot;&gt;{{cite web
|title=Archived copy of Infrared Astronomy From Earth Orbit|accessdate=2016-12-10|url=https://web.archive.org/web/20161221020839/http://www.ipac.caltech.edu/outreach/Edu/orbit.html }}&lt;/ref&gt; A later space mission that experienced a stray light problem from debris was ''Gaia'' astrometry spacecraft launch in 2013 by the ESA - the source of the stray light was later identified as the fibers of the sunshield, protruding beyond the edges of the shield.&lt;ref&gt;{{cite news|url=http://www.cosmos.esa.int/web/gaia/news_20141217|title=STATUS OF THE GAIA STRAYLIGHT ANALYSIS AND MITIGATION ACTIONS|publisher=ESA|date=2014-12-17|accessdate=5 February 2022}}&lt;/ref&gt;
{{clear}}

==Spacelab 3==
[[Image:Spacelab Module in Cargo Bay.jpg|thumb|right|250px|Spacelab Module is photographed in the Cargo Bay. Credit: NASA STS-17 crew.{{tlx|free media}}]]
[[Image:Crystal in VCGS furnace.jpg|thumb|upright=1.0|left|250px|Mercuric iodide crystals were grown on STS-51-B, Spacelab 3. Credit: [[w:user:Lodewijk van den Berg|Lodewijk van den Berg]] and Marshall Space Flight Center, NASA.{{tlx|free media}}]]
[[Image:Vapor Crystal Growth System Furnace.jpg|thumb|right|250px|The Vapor Crystal Growth System Furnace experiment is shown on STS-51-B. Credit: STS-17 crew.{{tlx|free media}}]]
[[Image:STS-51B launch.jpg|thumb|left|250px|Space Shuttle ''Challenger'' launches on STS-51B. Credit: NASA.{{tlx|free media}}]]
[[Image:STS51B-06-010.jpg|thumb|right|250px|Lodewijk van den Berg observes the crystal growth aboard Spacelab. Credit: NASA STS-17 crew.{{tlx|free media}}]]
Van den Berg and his colleagues designed the EG&amp;G Vapor Crystal Growth System experiment apparatus for a Space Shuttle flight. The experiment required an in-flight operator and NASA decided that it would be easier to train a crystal growth scientist to become an astronaut, than it would be the other way around. NASA asked EG&amp;G and Van den Berg to compile a list of eight people who would qualify to perform the science experiments in space and to become a Payload Specialist. Van den Berg and his chief, Dr. Harold A. Lamonds could only come up with seven names. Lamonds subsequently proposed adding Van den Berg to the list, joking with Van den Berg that due to his age, huge glasses and little strength, he would probably be dropped during the first selection round; but at least they would have eight names. Van den Berg agreed to be added to the list, but didn't really consider himself being selected to be a realistic scenario.&lt;ref name=Engelen&gt;{{Cite news |title=Niet Wubbo maar Lodewijk van den Berg was de eerste |last=van Engelen |first=Gert |periodical=Delft Integraal |year=2005 |issue=3 |pages=23–26 |language=nl |accessdate=2017-08-24 |url=https://web.archive.org/web/20170824215339/http://actueel.tudelft.nl/fileadmin/UD/MenC/Support/Internet/TU_Website/TU_Delft_portal/Actueel/Magazines/Delft_Integraal/archief/2005_DI/2005-3/doc/DI05-3-5LodewijkvdBerg.pdf }}&lt;/ref&gt;&lt;ref name=&quot;netwerk&quot;&gt;{{cite video |title=De `vergeten astronaut`
|url=https://web.archive.org/web/20091014203252/http://www.netwerk.tv/node/3884 |medium=documentary |publisher=Netwerk, NCRV and Evangelische Omroep (EO)|accessdate=2008-04-09 }}&lt;/ref&gt;

The first selection round consisted of a selection based on science qualifications in the field in question, which Van den Berg easily passed. The final four candidates were tested on physical and mental qualifications which he also passed, while two of the others failed due to possible heart issues. He was now part of the final two, and NASA always trains two astronauts, a prime and a back-up. In 1983 he started to train as an astronaut and six months before the launch he was told that he would be the prime astronaut, much to his own surprise. When he went into space he was 53 years old, making him one of the oldest rookie astronauts.&lt;ref name=Engelen/&gt;&lt;ref name=&quot;netwerk&quot; /&gt;
{{clear}}

==Space Transportation Systems (STSs)==
[[Image:Space Shuttle, Nuclear Shuttle, and Space Tug.jpg|thumb|right|250px|This artist's concept illustrates the use of the Space Shuttle, Nuclear Shuttle, and Space Tug in NASA's Integrated Program. Credit: NASA.{{tlx|free media}}]]
The purpose of the system was two-fold: to reduce the cost of spaceflight by replacing the current method of launching capsules on expendable rockets with reusable spacecraft; and to support ambitious follow-on programs including permanent orbiting space stations around Earth and the Moon, and a human landing mission to Mars.

The Space Shuttles were often used as short term orbital platforms.
{{clear}}

==STS-1==
[[Image:Space Shuttle Columbia launching.jpg|thumb|left|250px|The April 12, 1981, launch at Pad 39A of STS-1, just seconds past 7 a.m., carries astronauts John Young and Robert Crippen into an Earth orbital mission scheduled to last for 54 hours, ending with unpowered landing at Edwards Air Force Base in California. Credit: NASA.{{tlx|free media}}]]
[[Image:Columbia STS-1 training.jpg|thumb|right|250px|STS-1 crew is shown in Space Shuttle Columbia's cabin. Credit: NASA.{{tlx|free media}}]]
The majority of the ''Columbia'' crew's approximately 53 hours in low Earth orbit was spent conducting systems tests including Crew Optical Alignment Sight (COAS) calibration, star tracker performance, Inertial Measurement Unit (IMU) performance, manual and automatic Reaction Control System (RCS} testing, radiation measurement, propellant crossfeeding, hydraulics functioning, fuel cell purging and Earth photography.
{{clear}}

==STS-2==
[[Image:Aerial View of Columbia Launch - GPN-2000-001358.jpg|thumb|upright=1.0|left|250px|Aerial view shows ''Columbia'' launch from Pad 39A at the Kennedy Space Center in Florida. Credit: NASA / John Young aboard NASA's Shuttle Training Aircraft (STA).{{tlx|free media}}]]
[[Image:STS-2 Canadarm debut.jpg|thumb|right|250px|On Space Shuttle mission STS-2, Nov. 1981, the Canadarm is flown in space for the first time. Credit: NASA.{{tlx|free media}}]]
On a Spacelab pallet were a number of remote-sensing instruments including the Shuttle Imaging Radar-A (SIR-A), for remote sensing of Earth's resources, environmental quality, and ocean and weather conditions.&lt;ref&gt;{{cite web
|url=https://web.archive.org/web/19970208115640/http://southport.jpl.nasa.gov/scienceapps/sira.html
|title=SIR-A: 1982|publisher=NASA|accessdate= 22 June 2013}}&lt;/ref&gt; The second launch of ''Columbia'' also included an onboard camera for Earth photography.
{{clear}}

==STS-3==
[[Image:STS-3 launch.jpg|thumb|upright=1.0|left|250px|STS-3 lifts off from Launch Complex-39A at Kennedy Space Center. Credit: NASA.{{tlx|free media}}]]
[[Image:STS-3 infrared on reentry.jpg|thumb|upright=1.0|right|250px|The Kuiper Airborne Observatory took an infrared image of the orbiter's heat shield to study its operational temperatures. In this image, ''Columbia'' is travelling at Mach{{nbsp}}15.6 at an altitude of {{cvt|56|km}}. Credit: .{{tlx|free media}}]]
in its payload bay, ''Columbia'' again carried the Development Flight Instrumentation (DFI) package, and a test canister for the Small Self-Contained Payload program – also known as the Getaway Special (GAS) – was mounted on one side of the payload bay.
{{clear}}

==STS-4==
[[Image:STS-4 launch.jpg|thumb|left|250px|Launch view of the Space Shuttle ''Columbia'' for the STS-4 mission. Credit: NASA.{{tlx|free media}}]]
[[Image:STS-4 Induced Environment Contaminant Monitor.jpg|thumb|right|250px|View shows the Space Shuttle's RMS grappling the Induced Environment Contaminant Monitor (IECM) experiment. Credit: NASA STS-4 crew.{{tlx|free media}}]]
The North Atlantic Ocean southeast of the Bahamas is in the background as Columbia's remote manipulator system (RMS) arm and end effector grasp a multi-instrument monitor for detecting contaminants. The experiment is called the induced environment contaminant monitor (IECM). Below the IECM the tail of the orbiter can be seen.

In the shuttle's mid-deck, a Continuous Flow Electrophoresis System and the Mono-disperse Latex Reactor flew for the second time. The crew conducted a lightning survey with hand-held cameras, and performed medical experiments on themselves for two student projects. They also operated the Remote Manipulator System (Canadarm) with an instrument called the Induced Environment Contamination Monitor mounted on its end, designed to obtain information on gases or particles being released by the orbiter in flight.&lt;ref name=JSC&gt;{{cite web|url=http://www.jsc.nasa.gov/history/shuttle_pk/pk/Flight_004_STS-004_Press_Kit.pdf|title=STS-004 Press Kit|publisher=NASA|accessdate=4 July 2013}}&lt;/ref&gt;
{{clear}}

==STS-7==
[[Image:Challenger launch on STS-7.jpg|thumb|left|250px|Space Shuttle Challenger launches on STS-7. Credit: NASA.{{tlx|free media}}]]
[[Image:Space debris impact on Space Shuttle window.jpg|thumb|right|250px|An impact crater is in one of the windows of the Space Shuttle ''Challenger'' following a collision with a paint chip during STS-7. Credit: NASA STS-7 crew.{{tlx|free media}}]]
STS-7 was NASA's seventh Space Shuttle mission, and the second mission for the Space Shuttle ''Challenger''.

Norman Thagard, a mission specialist, conducted medical tests concerning Space adaptation syndrome, a bout of nausea frequently experienced by astronauts during the early phase of a space flight.

The mission carried the first Shuttle pallet satellite (SPAS-1), built by Messerschmitt-Bölkow-Blohm (MBB). SPAS-1 was unique in that it was designed to operate in the payload bay or be deployed by the Remote Manipulator System (Canadarm) as a free-flying satellite. It carried 10 experiments to study formation of metal alloys in microgravity, the operation of heat pipes, instruments for remote sensing observations, and a mass spectrometer to identify various gases in the payload bay. It was deployed by the Canadarm and flew alongside and over ''Challenger'' for several hours, performing various maneuvers, while a U.S.-supplied camera mounted on SPAS-1 took pictures of the orbiter. The Canadarm later grappled the pallet and returned it to the payload bay.

STS-7 also carried seven Getaway Special (GAS) canisters, which contained a wide variety of experiments, as well as the OSTA-2 payload, a joint U.S.-West Germany scientific pallet payload. The orbiter's Ku-band antenna was able to relay data through the U.S. tracking and data relay satellite (TDRS) to a ground terminal for the first time.
{{clear}}

==STS-8==
[[Image:STS_8_Launch.jpg|thumb|left|250|Space Shuttle ''Challenger'' begins its third mission on 30 August 1983, conducting the first night launch of the shuttle program. Credit: NASA.{{tlx|free media}}]]
STS-8 was the eighth NASA Space Shuttle mission and the third flight of the Space Shuttle ''Challenger''.

The secondary payload, replacing a delayed NASA communications satellite, was a four-metric-ton dummy payload, intended to test the use of the shuttle's Canadarm (remote manipulator system). Scientific experiments carried on board ''Challenger'' included the environmental testing of new hardware and materials designed for future spacecraft, the study of biological materials in electric fields under microgravity, and research into space adaptation syndrome (also known as &quot;space sickness&quot;).

The Payload Flight Test Article (PFTA) had been scheduled for launch in June 1984 on STS-16 in the April 1982 manifest,&lt;ref name=&quot;news 82-46&quot;&gt;{{cite press release|url=https://ntrs.nasa.gov/archive/nasa/casi.ntrs.nasa.gov/19820014425.pdf|hdl=2060/19820014425|title=Space Shuttle payload flight manifest / News Release 82-46|date=April 14, 1982|publisher=NASA |last1=McCormack |first1= Dick |last2=Hess |first2=Mark |archive-url=https://web.archive.org/web/20220412163838/https://ntrs.nasa.gov/citations/19820014425 |archive-date=2022-04-12 |url-status=live }}&lt;/ref&gt; but by May 1983 it had been brought forward to STS-11. That month, when the TDRS missions were delayed, it was brought forward to STS-8 to fill the hole in the manifest.&lt;ref name=&quot;STS-8 Press Information, p. i&quot;&gt;''STS-8 Press Information'', p. i&lt;/ref&gt; It was an aluminum structure resembling two wheels with a {{cvt|6|m}} long central axle, ballasted with lead to give it a total mass of {{cvt|3855|kg}}, which could be lifted by the Canadarm Remote Manipulator System – the Shuttle's &quot;robot arm&quot; – and moved around to help astronauts gain experience in using the system. It was stored in the midsection of the payload bay.&lt;ref&gt;Press kit, p. 32&lt;/ref&gt;

The orbiter carried the Development Flight Instrumentation (DFI) pallet in its forward payload bay; this had previously flown on ''Columbia'' to carry test equipment. The pallet was not outfitted with any flight instrumentation, but was used to mount two experiments. The first studied the interaction of ambient atomic oxygen with the structural materials of the orbiter and payload, while the second tested the performance of a heat pipe designed for use in the heat rejection systems of future spacecraft.&lt;ref&gt;Press kit, pp. 38–39. The first experiment was formally designated &quot;Evaluation of Oxygen Interaction with Materials&quot; (DSO-0301) while the second was the High Capacity Heat Pipe Demonstration (DSO-0101)&lt;/ref&gt;

Four Getaway Special (GAS) payloads were carried. One studied the effects of cosmic rays on electronic equipment. The second studied the effect of the gas environment around the orbiter using ultraviolet absorption measurements, as a precursor to ultraviolet equipment being designed for Spacelab 2. A third, sponsored by the Japanese ''Asahi Shimbun'' newspaper, tried to use water vapor in two tanks to create snow crystals. This was a second attempt at an experiment first flown on STS-6, which had had to be redesigned after the water in the tanks froze solid. The last was similar to an experiment flown on STS-3, and studied the ambient levels of atomic oxygen by measuring the rates at which small carbon and osmium wafers oxidized.&lt;ref&gt;Press kit, pp. 40–41. In order, these were designated the Cosmic Ray Upset Experiment (CRUX) (G-0346); the Ultraviolet-Sensitive Photographic Emulsion Experiment (G-0347); the Japanese snow crystal experiment (G-0475), and the Contamination Monitor Package (G-0348).&lt;/ref&gt;

The mission, in cooperation with the United States Postal Service (USPS), also carried 260,000 postal covers franked with US$9.35 express postage stamps, which were to be sold to collectors, with the profits divided between the USPS and NASA. Two storage boxes were attached to the DFI pallet, with more stored in six of the Getaway Special canisters.&lt;ref&gt;Press kit, p. 37&lt;/ref&gt;

A number of other experiments were to be performed inside the orbiter crew compartment. Among these was the Continuous Flow Electrophoresis System, being flown for the fourth time. This separated solutions of biological materials by passing electric fields through them; the experiment aimed at supporting research into diabetes treatments.&lt;ref&gt;Press kit, p. 38&lt;/ref&gt; A small animal cage was flown containing six rats; no animal experiment was carried out on the flight, but a student involvement project was planned for a later mission which would use the cage, and NASA wanted to ensure it was flight-tested.&lt;ref name=&quot;Press kit, p. 39&quot;&gt;Press kit, p. 39&lt;/ref&gt; The student involvement project carried out on STS-8 involved William E. Thornton using biofeedback techniques, to try to determine if they worked in microgravity.&lt;ref name=&quot;Press kit, p. 39&quot;/&gt; A photography experiment would attempt to study the spectrum of a luminous atmospheric glow which had been reported around the orbiter, and determine how this interacted with firings of the reaction control system (RCS).&lt;ref&gt;''STS-9 Press Information'', p. 60. This was formally designated as &quot;Investigation of STS Atmospheric Luminosities&quot;.&lt;/ref&gt;
{{clear}}

==STS-9==
[[Image:Sts-9lift.jpg|thumb|left|250px|Columbia launches on mission STS-9 from Launch Pad 39-A. Credit: NASA.{{tlx|free media}}]]
STS-9 (also referred to Spacelab 1) &lt;ref&gt;&quot;Fun facts about STS numbering&quot;|url=https://web.archive.org/web/20100527232806/http://enterfiringroom.ksc.nasa.gov/funFactsSTSNumbers.htm|date=2010-05-27
|NASA/KSC 29 October 2004. Retrieved 20 July 2013&lt;/ref&gt; was the ninth NASA Space Shuttle mission and the sixth mission of the Space Shuttle ''Columbia''. Launched on 28 November 1983, the ten-day mission carried the first Spacelab laboratory module into orbit.

The mission was devoted entirely to Spacelab 1, a joint NASA/European Space Agency (ESA) program designed to demonstrate the ability to conduct advanced scientific research in space. Both the mission specialists and payload specialists worked in the Spacelab module and coordinated their efforts with scientists at the Marshall Space Flight Center (MSFC) Payload Operations Control Center (POCC), which was then located at the Johnson Space Center (JSC) in Texas. Funding for Spacelab 1 was provided by the ESA.

Over the course of the mission, 72 scientific experiments were carried out, spanning the fields of atmospheric and plasma physics, astronomy, solar physics, material sciences, technology, astrobiology and Earth observations. The Spacelab effort went so well that the mission was extended an additional day to 10 days, making it the longest-duration shuttle flight at that time.
{{clear}}

==STS-13==
[[Image:SMMS repair by STS-41C Astronauts.jpg|thumb|right|250px|Mission Specialists George Nelson and James D. A. van Hoften repair the captured Solar Maximum Mission satellite on 11 April 1984. Credit: NASA STS-13 (STS-41-C) crew.{{tlx|free media}}]]
[[Image:EL-1994-00475.jpeg|thumb|left|250px|The launch of STS-41-C on 6 April 1984 is shown. Credit: NASA.{{tlx|free media}}]]
[[Image:STS-41-C-LDEF-deploy-small.jpg|thumb|left|250px|The deployed Long Duration Exposure Facility (LDEF) became an important source of information on the small-particle space debris environment. Credit: NASA STS-13 (STS-41-C) crew.{{tlx|free media}}]]
STS-41-C (formerly STS-13) was NASA's eleventh Space Shuttle mission, and the fifth mission of Space Shuttle ''Challenger''.&lt;ref name=Hoften&gt;[http://www.jsc.nasa.gov/history/oral_histories/vanHoftenJD/vanHoftenJDA_12-5-07.pdf James D. A. van Hoften] NASA Johnson Space Center Oral History Project. 5 December 2007 Retrieved 20 July 2013&lt;/ref&gt;&lt;ref name=Hart&gt;[http://www.jsc.nasa.gov/history/oral_histories/HartTJ/HartTJ_4-10-03.pdf Terry J. Hart] NASA Johnson Space Center Oral History Project. April 10, 2003 Retrieved July 20, 2013&lt;/ref&gt;

On the second day of the flight, the LDEF was grappled by the Remote Manipulator System (Canadarm) and successfully released into orbit. Its 57 experiments, mounted in 86 removable trays, were contributed by 200 researchers from eight countries. Retrieval of the passive LDEF was initially scheduled for 1985, but schedule delays and the ''Challenger'' disaster of 1986 postponed the retrieval until 12 January 1990, when ''Columbia'' retrieved the LDEF during STS-32.
{{clear}}

==STS-14==
[[Image:STS-41-D launch August 30, 1984.jpg|thumb|left|250px|The launch of Space Shuttle ''Discovery'' on its first mission on 30 August 1984. Credit: NASA.{{tlx|free media}}]]
[[Image:STS41D-01-021.jpg|thumb|right|250px|View of the OAST-1 solar array on STS-41-D is shown. Credit: NASA STS-14 crew.{{tlx|free media}}]]
STS-41-D (formerly STS-14) was the 12th flight of NASA's Space Shuttle program, and the first mission of Space Shuttle ''Discovery''.

A number of scientific experiments were conducted, including a prototype electrical system of the International Space Station, or extendable solar array, that would eventually form the basis of the main solar arrays on the International Space Station (ISS).

The OAST-1 photovoltaic module (solar array), a device {{cvt|4|m}} wide and {{cvt|31|m}} high, folded into a package {{cvt|18|cm}} deep. The array carried a number of different types of experimental solar cells and was extended to its full height several times during the mission. At the time, it was the largest structure ever extended from a crewed spacecraft, and it demonstrated the feasibility of large lightweight solar arrays for use on future orbital installations, such as the International Space Station (ISS).

A student experiment to study crystal growth in microgravity was also carried out.
{{clear}}

==STS-17==
[[Image:SIR-B Sudbury Impact Crater.jpg|thumb|upright=1.0|right|250px|Sample image was taken using the SIR-B over Canada. Credit: NASA STS-17 crew.{{tlx|free media}}]]
[[Image:STS-41-G SIR-B antenna.jpg|thumb|upright=1.0|left|250px|SIR-B antenna deployment is shown. Credit: NASA STS-17 crew.{{tlx|free media}}]]
STS-41-G (formerly STS-17) was the 13th flight of NASA's Space Shuttle program and the sixth flight of Space Shuttle ''Challenger''. ''Challenger'' launched on 5 October 1984.

The Shuttle Imaging Radar-B (SIR-B) was part of the OSTA-3 experiment package (Spacelab) in the payload bay, which also included the Large Format Camera (LFC) to photograph the Earth, another camera called MAPS which measured air pollution, and a feature identification and location experiment called FILE, which consisted of two TV cameras and two {{cvt|70|mm}} still cameras.

The SIR-B was an improved version of a similar device flown on the OSTA-1 package during STS-2. It had an eight-panel antenna array measuring {{cvt|11|xx|2|m}}. It operated throughout the flight, but much of the data had to be recorded on board the orbiter rather than transmitted to Earth in real-time as was originally planned.

SIR-B radar image of the Sudbury impact structure (elliptical because of deformation by Grenville thrusting) and the nearby Wanapitei crater (lake-filled) formed much later. The partially circular lake-filled structure on the right (east) is the 8 km (5 mi) wide Wanapitei crater, estimated to have formed 34 million years (m.y.) ago. The far larger Sudbury structure (second largest on Earth) appears as a pronounced elliptical pattern, more strongly expressed by the low hills to the north. This huge impact crater, with its distinctive outline, was created about 1800 m.y. ago. Some scientists argue that it was at least 245 km (152 mi) across when it was circular. More than 900 m.y. later strong northwestward thrusting of the Grenville Province terrane against the Superior Province (containing Sudbury) subsequently deformed it into its present elliptical shape (geologists will recognize this as a prime example of the &quot;strain ellipsoid&quot; model). After Sudbury was initially excavated, magmas from deep in the crust invaded the breccia filling, mixing with it and forming a boundary layer against its walls. Some investigators think that the resulting norite rocks are actually melted target rocks. This igneous rock (called an &quot;irruptive&quot;) is host to vast deposits of nickel and copper, making this impact structure a 5 billion dollar source of ore minerals since mining began in the last century.

Payload Specialist Scully-Power, an employee of the U.S. Naval Research Laboratory (NRL), performed a series of oceanography observations during the mission. Garneau conducted a series of experiments sponsored by the Canadian government, called CANEX, which were related to medical, atmospheric, climatic, materials and robotic science. A number of Getaway Special (GAS) canisters, covering a wide variety of materials testing and physics experiments, were also flown.
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==STS-19==

STS-51-A (formerly STS-19) was the 14th flight of NASA's Space Shuttle program, and the second flight of Space Shuttle ''Discovery''. The mission launched from Kennedy Space Center on 8 November 1984, and landed just under eight days later on 16 November 1984.

STS-51-F (also known as Spacelab 2) was the 19th flight of NASA's Space Shuttle program and the eighth flight of Space Shuttle ''Challenger''. It launched from Kennedy Space Center, Florida, on 29 July 1985, and landed just under eight days later on 6 August 1985.

Names: Space Transportation System-19 and Spacelab 2.

==STS-21==

STS-51-D was the 16th flight of NASA's Space Shuttle program, and the fourth flight of Space Shuttle ''Discovery''.&lt;ref name=PressKitit51D&gt;{{cite web |url=http://www.shuttlepresskit.com/STS-51D/STS51D.pdf|title=STS-51D Press Kit|author=NASA|accessdate=December 16, 2009}}&lt;/ref&gt;

''Discovery''s other mission payloads included the Continuous Flow Electrophoresis System III (CFES-III), which was flying for sixth time; two Shuttle Student Involvement Program (SSIP) experiments; the American Flight Echo-cardiograph (AFE); two Getaway specials (GASs); a set of Phase Partitioning Experiments (PPE); an astronomical photography verification test; various medical experiments; and &quot;Toys in Space&quot;, an informal study of the behavior of simple toys in a microgravity environment, with the results being made available to school students upon the shuttle's return.&lt;ref&gt;{{cite web |url=https://www.nasa.gov/mission_pages/shuttle/shuttlemissions/archives/sts-51D.html|title=STS-51D|publisher=NASA|accessdate=January 16, 2018|date=February 18, 2010}}&lt;/ref&gt;

==STS-22==
[[Image:STS-51-B crew in Spacelab.jpg|thumb|right|250px|Space Transportation System-17, Spacelab 3, Overmyer, Lind, van den Berg, and Thornton are in the Spacelab Module LM1 during flight. Credit: STS-22 crew.{{tlx|free media}}]]
[[Image:STS-51B launch.jpg|thumb|upright=1.0|left|250px|Launch of STS-51B is shown. Credit:NASA.{{tlx|free media}}]]
STS-51B was the 17th flight of NASA's Space Shuttle program, and the seventh flight of Space Shuttle ''Challenger''.

STS-51B was the second flight of the European Space Agency (ESA)'s Spacelab pressurized module, and the first with the Spacelab module in a fully operational configuration. Spacelab's capabilities for multi-disciplinary research in microgravity were successfully demonstrated. The gravity gradient attitude of the orbiter proved quite stable, allowing the delicate experiments in materials processing and fluid mechanics to proceed normally. The crew operated around the clock in two 12-hour shifts. Two squirrel monkeys and 24 Brown rats were flown in special cages,&lt;ref&gt;|url=https://web.archive.org/web/20110719061203/http://lis.arc.nasa.gov/lis/Programs/STS/STS_51B/STS_51B.html|date=July 19, 2011&lt;/ref&gt; the second time American astronauts flew live non-human mammals aboard the shuttle. The crew members in orbit were supported 24 hours a day by a temporary Payload Operations Control Center, located at the Johnson Space Center.

On the mission, Spacelab carried 15 primary experiments, of which 14 were successfully performed. Two Getaway Special (GAS) experiments required that they be deployed from their canisters, a first for the program. These were NUSAT (Northern Utah Satellite) and GLOMR (Global Low Orbiting Message Relay satellite). NUSAT deployed successfully, but GLOMR did not deploy, and was returned to Earth.
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==STS-23==
[[Image:STS-51-G Morelos 1 deployment.jpg|thumb|right|250px|Mexico's Morelos satellite deploys from Discovery's payload bay. Credit: NASA STS-23 crew.{{tlx|free media}}]]
[[Image:STS-51-G Spartan 1.jpg|thumb|left|250px|Spartan 1 is shown after deployment on STS-51-G. Credit: NASA STS-23 crew.{{tlx|free media}}]]
STS-51-G was the 18th flight of NASA's Space Shuttle program, and the fifth flight of Space Shuttle ''Discovery''.

The SPARTAN-1 (Shuttle Pointed Autonomous Research Tool for AstroNomy) a deployable/retrievable carrier module, was designed to be deployed from the orbiter and fly free in space before being retrieved. SPARTAN-1 included {{cvt|140|kg}} of astronomy experiments. It was deployed and operated successfully, independent of the orbiter, before being retrieved. ''Discovery'' furthermore carried an experimental materials-processing furnace, two French biomedical experiments (French Echocardiograph Experiment (FEE) and French Postural Experiment (FPE)),&lt;ref name=SF51G&gt;{{cite web|title=STS-51G|url=http://spacefacts.de/mission/english/sts-51g.htm|publisher=Spacefacts|accessdate=23 January 2021}}&lt;/ref&gt; and six Getaway Special (GAS) experiments, which were all successfully performed, although the GO34 Getaway Special shut down prematurely. This mission was also the first flight test of the OEX advanced autopilot which gave the orbiter capabilities above and beyond those of the baseline system.

The mission's final payload element was a High Precision Tracking Experiment (HPTE) for the Strategic Defense Initiative (SDI) (nicknamed &quot;Star Wars&quot;); the HPTE successfully deployed on orbit 64.
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==STS-24==
[[Image:STS-51-F shuttle.jpg|thumb|upright=1.0|left|250px|Aborted launch attempt is at T-3 seconds on 12 July 1985. Credit: NASA.{{tlx|free media}}]]
[[Image:STS-51-F Plasma Diagnostics Package.jpg|thumb|upright=1.0|right|250px|The Plasma Diagnostics Package (PDP) is grappled by the Canadarm. Credit: NASA STS-24 crew.{{tlx|free media}}]]
[[Image:Isabella lake STS51F-42-34.jpg|thumb|upright=1.0|right|250px|A view of the Sierra Nevada mountains and surroundings from Earth orbit was taken on the STS-51-F mission. Credit: NASA STS-24 crew.{{tlx|free media}}]]
STS-51-F (also known as Spacelab 2) was the 19th flight of NASA's Space Shuttle program and the eighth flight of Space Shuttle ''Challenger''.

STS-51-F's primary payload was the laboratory module Spacelab 2. A special part of the modular Spacelab system, the &quot;Spacelab igloo&quot;, which was located at the head of a three-pallet train, provided on-site support to instruments mounted on pallets. The main mission objective was to verify performance of Spacelab systems, determine the interface capability of the orbiter, and measure the environment created by the spacecraft. Experiments covered life sciences, plasma physics, astronomy, high-energy astrophysics, solar physics, atmospheric physics and technology research. Despite mission replanning necessitated by ''Challenger''s abort to orbit trajectory, the Spacelab mission was declared a success.

The flight marked the first time the European Space Agency (ESA) Instrument Pointing System (IPS) was tested in orbit. This unique pointing instrument was designed with an accuracy of one arcsecond. Initially, some problems were experienced when it was commanded to track the Sun, but a series of software fixes were made and the problem was corrected. In addition, Anthony W. England became the second amateur radio operator to transmit from space during the mission.

The Plasma Diagnostics Package (PDP), which had been previously flown on STS-3, made its return on the mission, and was part of a set of plasma physics experiments designed to study the Earth's ionosphere. During the third day of the mission, it was grappled out of the payload bay by the Remote Manipulator System (Canadarm) and released for six hours.&lt;ref name=report&gt;{{cite web|title=STS-51F National Space Transportation System Mission Report|url=https://www.scribd.com/doc/52621059/STS-51F-National-Space-Transportation-System-Mission-Report|publisher=NASA Lyndon B. Johnson Space Center|accessdate=March 1, 2014|page=2|date=September 1985}}&lt;/ref&gt; During this time, ''Challenger'' maneuvered around the PDP as part of a targeted proximity operations exercise. The PDP was successfully grappled by the Canadarm and returned to the payload bay at the beginning of the fourth day of the mission.&lt;ref name=report/&gt;

In an experiment during the mission, thruster rockets were fired at a point over Tasmania and also above Boston to create two &quot;holes&quot; – plasma depletion regions – in the ionosphere. A worldwide group collaborated with the observations made from Spacelab 2.&lt;ref&gt;{{cite web|url=http://harveycohen.net/essex/index.htm|title=Elizabeth A. Essex-Cohen Ionospheric Physics Papers |date=2007|accessdate=5 February 2022}}&lt;/ref&gt;
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==STS-26==

==STS-43==
[[Image:STS-43 Launch - GPN-2000-000731.jpg|thumb|upright=1.0|left|250px|Launch shows Space Shuttle ''Atlantis'' from the Kennedy Space Center. Credit: NASA.{{tlx|free media}}]]
[[Image:Sts-43crew.jpg|thumb|upright=1.0|right|250px|Crew members pose for on-orbit portrait in the middeck of ''Atlantis''. Credit: NASA STS-43 crew.{{tlx|free media}}]]
STS-43, the ninth mission for Space Shuttle ''Atlantis'', was a nine-day mission to test an advanced heatpipe radiator for potential use on the then-future space station, conduct a variety of medical and materials science investigations, and conduct astronaut photography of Earth.

On the left, the Space Shuttle ''Atlantis'' streaks skyward as sunlight pierces through the gap between the orbiter and ET assembly. ''Atlantis'' lifted off on the 42nd space shuttle flight at 11:02 a.m. EDT on August 2, 1991 carrying a crew of five and TDRS-E. A remote camera at the 275-foot level of the Fixed Surface Structure took this picture.

STS-43 crewmembers pose for on-orbit (in space) portrait on the middeck of ''Atlantis'', Orbiter Vehicle (OV) 104. At the left side of the frame are the forward lockers and at the right is the open airlock hatch. In between and in front of the starboard wall-mounted sleep restraints are (left to right) Mission Specialist (MS) G. David Low, MS Shannon W. Lucid, MS James C. Adamson, Commander John E. Blaha, and Pilot Michael A. Baker.
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==Reflections==
{{main|Radiation astronomy/Reflections}}
[[Image:Ash and Steam Plume, Soufriere Hills Volcano, Montserrat.jpg|thumb|right|250px|This oblique astronaut photograph from the International Space Station (ISS) captures a white-to-grey volcanic ash and steam plume extending westwards from the Soufriere Hills volcano. Credit: NASA Expedition 21 crew.{{tlx|free media}}]]
The Soufrière Hills, a volcano on the island of Montserrat, in the Lesser Antilles island chain in the Caribbean Sea, has been active since 1995. The most recent eruptive phase of the volcano began with a short swarm of volcano-tectonic earthquakes—earthquakes thought to be caused by movement of magma beneath a volcano—on October 4, 2009, followed by a series of ash-venting events that have continued through October 13, 2009. These venting events create plumes that can deposit ash at significant distances from the volcano. In addition to ash plumes, pyroclastic flows and lava dome growth have been reported as part of the current eruptive activity.

This oblique astronaut photograph from the International Space Station (ISS) captures a white-to-gray ash and steam plume extending westwards from the volcano on October 11, 2009. Oblique images are taken by astronauts looking out from the ISS at an angle, rather than looking straight downward toward the Earth (a perspective called a nadir view), as is common with most remotely sensed data from satellites. An oblique view gives the scene a more three-dimension quality, and provides a look at the vertical structure of the volcanic plume.

While much of the island is covered in green vegetation, gray deposits that include pyroclastic flows and volcanic mudflows (lahars) are visible extending from the volcano toward the coastline. When compared to its extent in earlier views, the volcanic debris has filled in more of the eastern coastline. Urban areas are visible in the northern and western portions of the island; they are recognizable by linear street patterns and the presence of bright building rooftops. The silver-gray appearance of the Caribbean Sea surface is due to sunglint, which is the mirror-like reflection of sunlight off the water surface back towards the handheld camera onboard the ISS. The sunglint highlights surface wave patterns around the island.
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==Visuals==
{{main|Radiation astronomy/Visuals}}
[[Image:El Misti Volcano and Arequipa, Peru.jpg|thumb|right|250px|This mosaic of two astronaut photographs illustrates the closeness of Arequipa, Peru, to the 5,822-meter-high El Misti Volcano. Credit: This image was taken by the NASA Expedition 21 crew.{{tlx|free media}}]]
This mosaic on the right of two astronaut photographs illustrates the closeness of Arequipa, Peru, to the 5,822-meter-high El Misti Volcano. The city centre of Arequipa, Peru, lies only 17 kilometres away from the summit of El Misti; the grey urban area is bordered by green agricultural fields (image left). Much of the building stone for Arequipa, known locally as sillar, is quarried from nearby pyroclastic flow deposits that are white. Arequipa is known as “the White City” because of the prevalence of this building material. The Chili River extends north-eastwards from the city centre and flows through a canyon (image right) between El Misti volcano and Nevado Chachani to the north.
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==Blues==
{{main|Radiation astronomy/Blues}}
[[Image:Ifalik ISS021.png|thumb|right|250px|NASA astronaut image is of Ifalik Atoll, Yap State, Federated States of Micronesia. Credit: ISS Expedition 21 Crew Earth Observations.{{tlx|free media}}]]
Ifalik is a coral atoll of four islands in the central Caroline Islands in the Pacific Ocean, and forms a legislative district in Yap State in the Federated States of Micronesia. Ifalik is located approximately {{convert|40|km|mi}} east of Woleai and {{convert|700|km|mi}} southeast of the island of Yap. The population of Ifalik was 561 in 2000,&lt;ref&gt;{{cite web|website=The Pacific Community|url=https://web.archive.org/web/20100924233537/http://www.spc.int/prism/country/fm/stats/Census%20%26%20Surveys/2000/Yap-BT.pdf
|title=Census &amp; Surveys: 2000: Yap|accessdate=4 September 2020}}&lt;/ref&gt; living on 1.5&amp;nbsp;km&lt;sup&gt;2&lt;/sup&gt;. The primary islets of Ifalik are called Ella, Elangelap, Rawaii, and Falalop, which is the atoll's main island.&lt;ref&gt;[http://www.pacificweb.org/DOCS/fsm/Yap2000Census/2000%20Yap%20Census%20Report_Final.pdf Pacificweb]&lt;/ref&gt;

The total land area of Ifalik is only {{convert|1.47 |km2|sqmi}}, but it encloses a {{convert|20|m|ft}} deep lagoon of {{convert|2.43|km2|sqmi}}.&lt;ref&gt;Otis W. Freeman, ed., Geography of the Pacific, Wiley 1953&lt;/ref&gt; The total area is about six square kilometers.&lt;ref&gt;[ftp://rock.geosociety.org/pub/reposit/2001/2001075.pdf Geosociety], January 2020, InternetArchiveBot&lt;/ref&gt;

Ifalik is known as a “warrior island”. Prior to European contact, its warriors invaded the outer islands in Yap as well as some of the outer islands in Chuuk. Atolls under the attack included, Lamotrek, Faraulep, Woleai, Elato, Satawal, Ulithi, and Poluwat (outer islet of Chuuk).
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==Greens==
{{main|Radiation astronomy/Greens}}
[[Image:ISS021-E-15710 Pearl Harbor, Hawaii.jpg|thumb|right|250px|This detailed astronaut photograph illustrates the southern coastline of the Hawaiian island Oahu, including Pearl Harbor. Credit: ISS Expedition 21 Crew Earth Observations.{{tlx|free media}}]]
A comparison between this image and a 2003 astronaut photograph of Pearl Harbor suggests that little observable land use or land cover change has occurred in the area over the past six years. The most significant difference is the presence of more naval vessels in the Reserve Fleet anchorage in Middle Loch (image center). The urban areas of Waipahu, Pearl City, and Aliamanu border the harbor to the northwest, north, and east. The built-up areas, recognizable by linear streets and white rooftops, contrast sharply with the reddish volcanic soils and green vegetation on the surrounding hills.
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==Oranges==
{{main|Radiation astronomy/Oranges}}
[[Image:Northern Savage Island, Atlantic Ocean.jpg|thumb|right|250px|Selvagem Grande, with an approximate area of 4 square kilometres, is the largest of the Savage Islands. Credit: NASA Expedition 21 crew.{{tlx|free media}}]]
[[Image:Ounianga Lakes from ISS.jpg|thumb|left|250px|This astronaut photograph features one of the largest of a series of ten mostly fresh water lakes in the Ounianga Basin in the heart of the Sahara Desert of northeastern Chad. Credit: NASA Expedition 21 crew.{{tlx|free media}}]]
[[Image:Southern Savage Islands, Atlantic Ocean.jpg|thumb|right|250px|The irregularly-shaped Ilhéus do Norte, Ilhéu de Fora, and Selvagem Pequena are visible in the centre of the image. Credit: NASA Expedition 21 crew.{{tlx|free media}}]]
Selvagem Grande Island is part of the Savage Islands archipelago, which themselves are part of the Portuguese Autonomous Region of Madeira in the North Atlantic Ocean.

The island ({{convert|2000|x|1700|m}}) belongs to the northeast group of the Savage Islands, which comprises in addition three islets: Sinho Islet, Palheiro de Terra and Palheiro do Mar.&lt;ref name=&quot;NatGeoReport&quot; /&gt;

It is generally flat, but has three summits, remnants of former volcanic cones appropriately named Atalaia, Tornozelos and Inferno, Atalaia being the highest of the three, reaching {{convert|163|m|ft|0|abbr=on}} in altitude.&lt;ref name=&quot;NatGeoReport&quot;&gt;{{cite web |title=Marine Biodiversity and Ecosystem Health of Ilhas Selvagens, Portugal |url=https://media.nationalgeographic.org/assets/file/PristineSeasSelvagensScientificReport.pdf |publisher=National Geographic Society |accessdate=4 November 2020}}&lt;/ref&gt;

The lakes in the image on the left are remnants of a single large lake, probably tens of kilometers long, that once occupied this remote area approximately 14,800 to 5,500 years ago. As the climate dried out during the subsequent millennia, the lake shrank, and large, wind-driven sand dunes invaded the original depression, dividing it into several smaller basins.
The area shown in this image is approximately 11 by 9 kilometers. The lakes’ dark surfaces are almost completely segregated by linear, orange sand dunes that stream into the depression from the northeast. The almost-year-round northeast winds and cloudless skies make for very high evaporation rates; an evaporation rate of more than 6 meters per year has been measured in one of the nearby lakes. Despite this, only one of the ten lakes is saline.

In the second image down on the right, the other Savage islands are ringed by bright white breaking waves along the fringing beaches.
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==Reds==
{{main|Radiation astronomy/Reds}}
[[Image:Ankara, Turkey.jpg|thumb|right|250px|The central portion of the capital city of Turkey, Ankara, is featured in this astronaut photograph. Credit: NASA Expedition 19 crew.{{tlx|free media}}]]
The central portion of the capital city of Turkey, Ankara, is featured in this astronaut photograph. Hill slopes around the city (image left and right) are fairly green due to spring rainfall. One of the most striking aspects of the urban area is the almost uniform use of red brick roofing tiles, which contrast with lighter-coloured roads; the contrast is particularly evident in the northern (image lower left) and southern (image upper right) portions of the city. Numerous parks are visible as green patches interspersed within the red-roofed urban region. A region of cultivated fields in the western portion of the city (image centre) is a recreational farming area known as the Atatürk Forest Farm and Zoo—an interesting example of intentional preservation of a former land use within an urban area.
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==Capes==
[[Image:Cape canaveral.jpg|thumb|right|250px|Cape Canaveral, Florida, and the NASA John F. Kennedy Space Center are shown in this near-vertical photograph. Credit: NASA STS-43 crew.{{tlx|free media}}]]
'''Def.''' a &quot;piece or point of land, extending beyond the adjacent coast into a sea or lake&quot;&lt;ref name=CapeWikt&gt;{{ cite book
|title=cape
|publisher=Wikimedia Foundation, Inc
|location=San Francisco, California
|date=15 December 2014
|url=https://en.wiktionary.org/wiki/cape
|accessdate=2014-12-20 }}&lt;/ref&gt; is called a '''cape'''.
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==Coastlines==
[[Image:Dalmatian Coastline near Split, Croatia.jpg|thumb|right|250px|Dalmatian Coastline near Split, Croatia, is shown. Credit: NASA Expedition 19 crew.{{tlx|free media}}]]
In this image on the right, a thin zone of disturbed water (tan patches) marking a water boundary appears in the Adriatic Sea between Split and the island of Brač. It may be a plankton bloom or a line of convergence between water masses, which creates rougher water.
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==Craters==
{{main|Radiation astronomy/Craters}}
[[Image:ISS020-E-026195 Aorounga Impact Crater Chad.jpg|thumb|right|250px|The concentric ring structure of the Aorounga crater—renamed Aorounga South in the multiple-crater interpretation of SIR data—is clearly visible in this detailed astronaut photograph. Credit: NASA Expedition 20 crew.{{tlx|free media}}]]
[[Image:Mount Tambora Volcano, Sumbawa Island, Indonesia.jpg|thumb|left|250px|This detailed astronaut photograph depicts the summit caldera of the Mount Tambora. Credit: NASA ISS Expedition 20 crew.{{tlx|free media}}]]
The concentric ring structure of the Aorounga crater—renamed Aorounga South in the multiple-crater interpretation of SIR data—is clearly visible in this detailed astronaut photograph on the right. The central highland, or peak, of the crater is surrounded by a small sand-filled trough; this in turn is surrounded by a larger circular trough. Linear rock ridges alternating with light orange sand deposits cross the image from upper left to lower right; these are called yardangs by geomorphologists. Yardangs form by wind erosion of exposed rock layers in a unidirectional wind field. The wind blows from the northeast at Aorounga, and sand dunes formed between the yardangs are actively migrating to the southwest.

Aorounga Impact Crater is located in the Sahara Desert, in north-central Chad, and is one of the best preserved impact structures in the world. The crater is thought to be middle or upper Devonian to lower Mississippian (approximately 345–370 million years old) based on the age of the sedimentary rocks deformed by the impact. Spaceborne Imaging Radar (SIR) data collected in 1994 suggests that Aorounga is one of a set of three craters formed by the same impact event. The other two suggested impact structures are buried by sand deposits.

The concentric ring structure of the Aorounga crater—renamed Aorounga South in the multiple-crater interpretation of SIR data—is clearly visible in this detailed astronaut photograph. The central highland, or peak, of the crater is surrounded by a small sand-filled trough; this in turn is surrounded by a larger circular trough. Linear rock ridges alternating with light orange sand deposits cross the image from upper left to lower right; these are called yardangs by geomorphologists. Yardangs form by wind erosion of exposed rock layers in a unidirectional wind field. The wind blows from the northeast at Aorounga, and sand dunes formed between the yardangs are actively migrating to the southwest.
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==Glaciology==
{{main|Radiation astronomy/Cryometeors}}
[[Image:Upsala Glacier, Argentina.jpg|thumb|right|250px|The Southern Patagonian Icefield of Argentina and Chile is the southern remnant of the Patagonia Ice Sheet that covered the southern Andes Mountains during the last ice age. Credit: NASA Expedition 21 crew.{{tlx|free media}}]]
The Southern Patagonian Icefield of Argentina and Chile is the southern remnant of the Patagonia Ice Sheet that covered the southern Andes Mountains during the last ice age. This detailed astronaut photograph on the right illustrates the terminus of one of the ice-field’s many spectacular glaciers—Upsala Glacier, located on the eastern side of the ice-field.

This image was taken during spring in the Southern Hemisphere, and icebergs were calving from the glacier terminus into the waters of Lago Argentino (Lake Argentina, image right). Two icebergs are especially interesting because they retain fragments of the moraine (rock debris) that forms a dark line along the upper surface of the glacier. The inclusion of the moraine illustrates how land-based rocks and sediment may wind up in ocean sediments far from shore.

Moraines are formed from rock and soil debris that accumulate along the front and sides of a flowing glacier. The glacier is like a bulldozer that pushes soil and rock in front of it, leaving debris on either side. When two glaciers merge (image centre), moraines along their edges can join to form a medial moraine that is drawn out along the upper surface of the new glacier.
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==Lakes==
[[Image:STS001-012-0363 - View of China (Retouched).tif|thumb|right|250px|View shows the lake Jieze Caka in Tibet. Credit: NASA STS-1 crew, [[c:user:Askeuhd|Askeuhd]].{{tlx|free media}}]]
[[Image:STS002-13-274 - View of China.jpg|thumb|left|250px|The image shows Bangong Lake in Himalaya, China. Credit: STS-2 crew.{{tlx|free media}}]]
'''Def.''' a &quot;large, [landlocked]&lt;ref name=LakeWikt1&gt;{{ cite book
|author=[[wikt:User:Paul G|Paul G]]
|title=lake
|publisher=Wikimedia Foundation, Inc
|location=San Francisco, California
|date=15 December 2003
|url=https://en.wiktionary.org/wiki/lake
|accessdate=15 July 2022 }}&lt;/ref&gt; stretch of water&quot;&lt;ref name=LakeWikt&gt;{{ cite book
|author=[[wikt:User:Polyglot|Polyglot]]
|title=lake
|publisher=Wikimedia Foundation, Inc
|location=San Francisco, California
|date=11 July 2003
|url=https://en.wiktionary.org/wiki/lake
|accessdate=15 July 2022 }}&lt;/ref&gt; is called a '''lake'''.

The image on the right show the Tibetan plateau containing lake Jieze Caka.
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==Mountains==
[[Image:Saint Helena Island.jpg|thumb|250px|right|This astronaut photograph shows the island’s sharp peaks and deep ravines; the rugged topography results from erosion of the volcanic rocks that make up the island. Credit: NASA Expedition 19 crew.{{tlx|free media}}]]
'''Def.''' a &quot;large mass of earth and rock, rising above the common level of the earth or adjacent land, usually given by geographers as above 1000 feet in height (or 304.8 metres), though such masses may still be described as hills in comparison with larger mountains&quot;&lt;ref name=MountainWikt&gt;{{ cite book
|author=[[wikt:User:92.7.198.35|92.7.198.35]]
|title=mountain
|publisher=Wikimedia Foundation, Inc
|location=San Francisco, California
|date=9 January 2011
|url=https://en.wiktionary.org/wiki/mountain
|accessdate=2014-12-14 }}&lt;/ref&gt; is called a '''mountain'''.

The image on the right was acquired by astronauts onboard the International Space Station as part of an ongoing effort (the HMS Beagle Project) to document current biodiversity in areas visited by Charles Darwin.

Saint Helena Island, located in the South Atlantic Ocean approximately 1,860 kilometers (1,156 miles) west of Africa, was one of the many isolated islands that naturalist Charles Darwin visited during his scientific voyages in the nineteenth century. He visited the island in 1836 aboard the HMS Beagle, recording observations of the plants, animals, and geology that would shape his theory of evolution.

The astronaut photograph shows the island’s sharp peaks and deep ravines; the rugged topography results from erosion of the volcanic rocks that make up the island. The change in elevation from the coast to the interior creates a climate gradient. The higher, wetter center is covered with green vegetation, whereas the lower coastal areas are drier and hotter, with little vegetation cover. Human presence on the island has also caused dramatic changes to the original plants and animals of the island. Only about 10 percent of the forest cover observed by the first explorers now remains in a semi-natural state, concentrated in the interior highlands.
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==Rock structures==
{{main|Radiation astronomy/Rocks}}
[[Image:Big Thomson Mesa, Capitol Reef National Park, Utah.jpg|thumb|right|250px|This detailed astronaut photograph shows part of Big Thomson Mesa, near the southern end of Capitol Reef National Park. Credit: NASA Expedition 20 crew.{{tlx|free media}}]]
This detailed astronaut photograph on the right shows part of Big Thomson Mesa, near the southern end of Capitol Reef National Park. Capitol Reef National Park is located on the Colorado Plateau, which occupies the adjacent quarters of Arizona, Colorado, New Mexico, and Utah. Big Thomson Mesa (image left) is part of a large feature known as the en:Waterpocket Fold. The Fold is a geologic structure called a monocline—layers of generally flat-lying sedimentary rock with a steep, one-sided bend, like a carpet runner draped over a stair step. Geologists think that monoclines on the Colorado Plateau result from faulting (cracking) of deeper and more brittle crystalline rocks under tectonic pressure; while the crystalline rocks were broken into raised or lowered blocks, the overlaying, less brittle sedimentary rocks were flexed without breaking.

The portion of the Waterpocket Fold illustrated in this image includes layered rocks formed during the Mesozoic Era (about 250 – 65 million years ago). The oldest layers are at the bottom of the sequence, with each successive layer younger than the preceding one going upwards in the sequence. Not all of the formation’s rock layers are clearly visible, but some of the major layers (units to geologists) can be easily distinguished. The top half of the image includes the oldest rocks in the view: dark brown and dark green Moenkopi and Chinle Formations. Moving toward the foot of the mesa, two strikingly coloured units are visible near image centre: light red to orange Wingate Sandstone and white Navajo Sandstone. Beyond those units, reddish brown to brown Carmel Formation and Entrada Sandstone occupy a topographic bench at the foot of a cliff. The top of the cliff face above this bench—Big Thomson Mesa—is comprised of brown Dakota Sandstone. This sequence represents more than 100 million years of sediments being deposited and turned into rock. Much younger Quaternary (2-million- to approximately 10,000-year-old) deposits are also present in the view.

The area shown in this astronaut photograph is located approximately 65 kilometers to the southeast of Fruita, UT near the southern end of Capitol Reef National Park.
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==Volcanoes==
[[Image:Mount Hood, Oregon.jpg|thumb|right|250px|Gray volcanic deposits from Mount Hood extend southwards along the banks of the White River (image lower left). Credit: NASA Expedition 20 crew.{{tlx|free media}}]]
[[Image:Teide Volcano, Canary Islands, Spain.jpg|thumb|left|250px|This detailed astronaut photograph features two stratovolcanoes—Pico de Teide and Pico Viejo—located on Tenerife Island. Credit: NASA Expedition 20 crew.{{tlx|free media}}]]
Gray volcanic deposits extend southwards along the banks of the White River (image lower left) and form several prominent ridges along the south-east to south-west flanks of the volcano. The deposits contrast sharply with the green vegetation on the lower flanks of the volcano. North is to the right.

The detailed astronaut photograph on the left features two stratovolcanoes—Pico de Teide and Pico Viejo—located on Tenerife Island, part of the Canary Islands of Spain. Stratovolcanoes are steep-sided, typically conical volcanoes formed by interwoven layers of lava and fragmented rock material from explosive eruptions. Pico de Teide has a relatively sharp peak, whereas an explosion crater forms the summit of Pico Viejo. The two stratovolcanoes formed within an even larger volcanic structure known as the Las Cañadas caldera. A caldera is a large collapse depression usually formed when a major eruption completely empties the magma chamber underlying a volcano. The last eruption of Teide occurred in 1909. Sinuous flow levees marking individual lava flows are perhaps the most striking volcanic features visible in the image. Flow levees are formed when the outer edges of a channelized lava flow cool and harden while the still-molten interior continues to flow downhill. Numerous examples radiate outwards from the peaks of both Pico de Teide and Pico Viejo. Brown to tan overlapping lava flows and domes are visible to the east-south-east of the Teide stratovolcano.
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==See also==
{{div col|colwidth=20em}}
* [[Radiation astronomy/Gravitationals|Gravitational astronomy]]
* [[Radiation astronomy/Infrareds|Infrared astronomy]]
* [[Radiation astronomy/Radars|Radar astronomy]]
* [[Radio astronomy]]
* [[Submillimeter astronomy]]
* [[Radiation astronomy/Superluminals|Superluminal astronomy]]
{{Div col end}}

==References==
{{reflist|2}}

==External links==
* [http://www.iau.org/ International Astronomical Union]
* [http://nedwww.ipac.caltech.edu/ NASA/IPAC Extragalactic Database - NED]
* [http://nssdc.gsfc.nasa.gov/ NASA's National Space Science Data Center]
* [http://www.ncbi.nlm.nih.gov/sites/gquery NCBI All Databases Search]
* [http://www.osti.gov/ Office of Scientific &amp; Technical Information]
* [http://www.ncbi.nlm.nih.gov/pccompound PubChem Public Chemical Database]
* [http://www.adsabs.harvard.edu/ The SAO/NASA Astrophysics Data System]
* [http://www.scirus.com/srsapp/advanced/index.jsp?q1= Scirus for scientific information only advanced search]
* [http://cas.sdss.org/astrodr6/en/tools/quicklook/quickobj.asp SDSS Quick Look tool: SkyServer]
* [http://simbad.u-strasbg.fr/simbad/ SIMBAD Astronomical Database]
* [http://simbad.harvard.edu/simbad/ SIMBAD Web interface, Harvard alternate]
* [http://nssdc.gsfc.nasa.gov/nmc/SpacecraftQuery.jsp Spacecraft Query at NASA]
* [http://heasarc.gsfc.nasa.gov/cgi-bin/Tools/convcoord/convcoord.pl Universal coordinate converter]

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[[Category:Spaceflight]]</text>
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      <text bytes="106549" xml:space="preserve">&lt;imagemap&gt;
File:Space station size comparison.svg|270px|thumb|[[File:interactive icon.svg|left|18px|link=|The image above contains clickable links|alt=The image above contains clickable links]] Size comparisons between current and past space stations as they appeared most recently. Solar panels in blue, heat radiators in red. Note that stations have different depths not shown by silhouettes. Credit: [[w:user:Evolution and evolvability|Evolution and evolvability]].{{tlx|free media}}
rect 0   0   550 420  [[International Space Station]]
rect 550 0   693 420  [[Tiangong Space Station]]
rect 0   420 260 700  [[Mir]]
rect 260 420 500 700  [[Skylab]]
rect 500 420 693 700  [[Tiangong-2]]
rect 0   700 160 921  [[Salyut 1]]
rect 160 700 280 921  [[Salyut 2]]
rect 280 700 420 921  [[Salyut 4]]
rect 420 700 550 921  [[Salyut 6]]
rect 550 700 693 921  [[Salyut 7]]
&lt;/imagemap&gt;
'''Def.''' a &quot;manned [crewed] artificial satellite designed for long-term habitation, research, etc.&quot;&lt;ref name=SpaceStationWikt&gt;{{ cite book
|author=[[wikt:User:SemperBlotto|SemperBlotto]]
|title=space station
|publisher=Wikimedia Foundation, Inc
|location=San Francisco, California
|date=20 June 2005
|url=https://en.wiktionary.org/wiki/space_station
|accessdate=6 July 2022 }}&lt;/ref&gt; is called a '''space station'''.

'''Def.''' &quot;a space station, generally constructed for one purpose, that orbits a celestial body such as a planet, asteroid, or star&quot;&lt;ref name=OrbitalPlatform&gt;{{ cite web
|author=Roberts
|title=Orbital platform
|publisher=Roberts Space Industries
|location=
|date=2021
|url=https://robertsspaceindustries.com/galactapedia/article/box5vnAx5w-orbital-platform
|accessdate=6 July 2022 }}&lt;/ref&gt; is called an '''orbital platform'''.
{{clear}}

==International Space Station==
[[Image:STS-134 International Space Station after undocking.jpg|thumb|right|250px|The International Space Station is featured in this image photographed by an STS-134 crew member on the space shuttle Endeavour after the station and shuttle began their post-undocking relative separation. Credit: NASA.{{tlx|free media}}]]
[[Image:ISS August06.jpg|thumb|left|250px|The Space Shuttle Endeavor crew captured this shot of the International Space Station (ISS) against the backdrop of Planet Earth. Credit: NASA.{{tlx|free media}}]]
[[Image:539956main ISS466.jpg|thumb|right|250px|The MISSE are usually loaded on the outside of International Space Station. The inset image shows where. Credit: NASA.{{tlx|fairuse}}]]
[[Image:STS-134 the starboard truss of the ISS with the newly-installed AMS-02.jpg|thumb|left|250px|In this image, the Alpha Magnetic Spectrometer-2 (AMS-02) is visible at center left on top of the starboard truss of the International Space Station. Credit: STS-134 crew member and NASA.{{tlx|free media}}]]
[[Image:Nasasupports.jpg|thumb|right|250px|This is a computer-generated image of the Extreme Universe Space Observatory (EUSO) as part of the Japanese Experiment Module (JEM) on the International Space Station (ISS). Credit: JEM-EUSO, Angela Olinto.{{tlx|fairuse}}]]
[[Image:BBND1.jpg|thumb|right|250px|This image shows a Bonner Ball Neutron Detector which is housed inside the small plastic ball when the top is put back on. Credit: NASA.{{tlx|free media}}]]
On the right is the International Space Station after the undocking of STS-134 Space Shuttle.

The Space Shuttle Endeavor crew captured this shot [on the left] of the International Space Station (ISS) against the backdrop of Planet Earth.

&quot;Since 2001, NASA and its partners have operated a series of flight experiments called Materials International Space Station Experiment, or MISSE [on the second right]. The objective of MISSE is to test the stability and durability of materials and devices in the space environment.&quot;&lt;ref name=Sheldon&gt;{{ cite book
|author=Sheldon
|title=Materials: Out of This World
|publisher=NASA News
|location=Washington DC USA
|date=April 29, 2011
|url=http://spacestationinfo.blogspot.com/2011_04_01_archive.html
|accessdate=2014-01-08 }}&lt;/ref&gt;

The '''Alpha Magnetic Spectrometer''' on the second left is designed to search for various types of unusual matter by measuring cosmic rays.

The '''Extreme Universe Space Observatory''' ('''EUSO''') [on the third right] is the first Space mission concept devoted to the investigation of cosmic rays and neutrinos of [[w:Ultra-high-energy cosmic ray|extreme energy]] ({{nowrap|E &gt; {{val|5|e=19|u=eV}}}}). Using the Earth's atmosphere as a giant detector, the detection is performed by looking at the streak of [[w:fluorescence|fluorescence]] produced when such a particle interacts with the Earth's atmosphere.

The Space Environment Data Acquisition equipment-Attached Payload (SEDA-AP) aboard the Kibo (International Space Station module) measures neutrons, plasma, heavy ions, and high-energy light particles in ISS orbit.

On the lower right is a Bonner Ball Neutron Detector &quot;BBND ... determined that galactic cosmic rays were the major cause of secondary neutrons measured inside ISS. The neutron energy spectrum was measured from March 23, 2001 through November 14, 2001 in the U.S. Laboratory Module of the ISS. The time frame enabled neutron measurements to be made during a time of increased solar activity (solar maximum) as well as observe the results of a solar flare on November 4, 2001.&quot;&lt;ref name=Choy&gt;{{ cite book
|author=Tony Choy
|title=Bonner Ball Neutron Detector (BBND)
|publisher=NASA
|location=Johnson Space Center, Human Research Program, Houston, TX, United States
|date=July 25, 2012
|url=http://www.nasa.gov/mission_pages/station/research/experiments/BBND.html
|accessdate=2012-08-17 }}&lt;/ref&gt;

&quot;Bonner Ball Neutron Detector (BBND) [shown with its cap off] measures neutron radiation (low-energy, uncharged particles) which can deeply penetrate the body and damage blood forming organs. Neutron radiation is estimated to be 20 percent of the total radiation on the International Space Station (ISS). This study characterizes the neutron radiation environment to develop safety measures to protect future ISS crews.&quot;&lt;ref name=Choy&gt;{{ cite book
|author=Tony Choy
|title=Bonner Ball Neutron Detector (BBND)
|publisher=NASA
|location=Johnson Space Center, Human Research Program, Houston, TX, United States
|date=July 25, 2012
|url=http://www.nasa.gov/mission_pages/station/research/experiments/BBND.html
|accessdate=2012-08-17 }}&lt;/ref&gt;

Six BBND detectors were distributed around the International Space Station (ISS) to allow data collection at selected points.

&quot;The six BBND detectors provided data indicating how much radiation was absorbed at various times, allowing a model of real-time exposure to be calculated, as opposed to earlier models of passive neutron detectors which were only capable of providing a total amount of radiation received over a span of time. Neutron radiation information obtained from the Bonner Ball Neutron Detector (BBND) can be used to develop safety measures to protect crewmembers during both long-duration missions on the ISS and during interplanetary exploration.&quot;&lt;ref name=Choy/&gt;

&quot;The Bonner Ball Neutron Detector (BBND) developed by Japan Aerospace and Exploration Agency (JAXA) was used inside the International Space Station (ISS) to measure the neutron energy spectrum. It consisted of several neutron moderators enabling the device to discriminate neutron energies up to 15 MeV (15 mega electron volts). This BBND characterized the neutron radiation on ISS during Expeditions 2 and 3.&quot;&lt;ref name=Choy/&gt;

&quot;BBND results show the overall neutron environment at the ISS orbital altitude is influenced by highly energetic galactic cosmic rays, except in the South Atlantic Anomaly (SAA) region where protons trapped in the Earth's magnetic field cause a more severe neutron environment. However, the number of particles measured per second per square cm per MeV obtained by BBND is consistently lower than that of the precursor investigations. The average dose-equivalent rate observed through the investigation was 3.9 micro Sv/hour or about 10 times the rate of radiological exposure to the average US citizen. In general, radiation damage to the human body is indicated by the amount of energy deposited in living tissue, modified by the type of radiation causing the damage; this is measured in units of Sieverts (Sv). The background radiation dose received by an average person in the United States is approximately 3.5 milliSv/year. Conversely, an exposure of 1 Sv can result in radiation poisoning and a dose of five Sv will result in death in 50 percent of exposed individuals. The average dose-equivalent rate observed through the BBND investigation is 3.9 micro Sv/hour, or about ten times the average US surface rate. The highest rate, 96 microSv/hour was observed in the SAA region.&quot;&lt;ref name=Choy/&gt;

&quot;The November 4, 2001 solar flare and the associated geomagnetic activity caused the most severe radiation environment inside the ISS during the BBND experiment. The increase of neutron dose-equivalent due to those events was evaluated to be 0.19mSv, which is less than 1 percent of the measured neutron dose-equivalent measured over the entire 8-month period.&quot;&lt;ref name=Choy/&gt;
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==Mir==
[[Image:Mir Space Station viewed from Endeavour during STS-89.jpg|thumb|right|250px|Approach view is of the Mir Space Station viewed from Space Shuttle Endeavour during the STS-89 rendezvous. Credit: NASA.{{tlx|free media}}]]
In the image on the right, a Progress cargo ship is attached on the left, a Soyuz manned spacecraft attached on the right. Mir is seen on the right from Space Shuttle Endeavour during STS-89 (28 January 1998).

Mir was a space station that operated in low Earth orbit from 1986 to 2001, operated by the Soviet Union and later by Russia. Mir was the first modular space station and was assembled in orbit from 1986 to 1996. It had a greater mass than any previous spacecraft. At the time it was the largest artificial satellite in orbit, succeeded by the International Space Station (ISS) after Mir's orbit decayed.

''Mir'' was the first continuously inhabited long-term research station in orbit and held the record for the longest continuous human presence in space at 3,644 days, until it was surpassed by the ISS on 23 October 2010.&lt;ref name=Jackman&gt;{{cite journal|last=Jackman|first=Frank|title=ISS Passing Old Russian Mir In Crewed Time|url=http://www.aviationweek.com/aw/generic/story_channel.jsp?channel=space&amp;id=news/asd/2010/10/28/11.xml|Journal=Aviation Week|date=29 October 2010}}&lt;/ref&gt;

The first module of the station, known as the Mir Core Module or base block, was launched in 1986 and followed by six further modules. Proton rockets were used to launch all of its components except for the Mir Docking Module, which was installed by US Space Shuttle mission STS-74 in 1995. When complete, the station consisted of seven pressurised modules and several unpressurised components. Power was provided by several photovoltaic arrays attached directly to the modules. The station was maintained at an orbit between {{convert|296|km|mi|0|abbr=on}} and {{convert|421|km|mi|0|abbr=on}} altitude and travelled at an average speed of 27,700&amp;nbsp;km/h (17,200&amp;nbsp;mph), completing 15.7 orbits per day.&lt;ref name=&quot;MirBIS&quot;&gt;{{cite book|title=The History of Mir 1986–2000|publisher=British Interplanetary Society|{{isbn|978-0-9506597-4-9}}|editor=Hall, R.|url=https://archive.org/details/historyofmir19860000unse |date=February 2021}}&lt;/ref&gt;&lt;ref name=&quot;FinalBIS&quot;&gt;{{cite book|title=Mir: The Final Year|publisher=British Interplanetary Society|{{isbn|978-0-9506597-5-6}}|editor=Hall, R. |date=February 2021}}&lt;/ref&gt;&lt;ref name=&quot;OrbitCalc&quot;&gt;{{cite web|title=Orbital period of a planet|publisher=CalcTool|accessdate=12 September 2010|url=https://web.archive.org/web/20191112095042/http://www.calctool.org/CALC/phys/astronomy/planet_orbit }}&lt;/ref&gt;
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==Polar Satellite 4==
[[Image:PSLV C45 EMISAT campaign 09.jpg|right|thumb|375x375px|Third and fourth stages of PSLV-C45. Credit: Indian Space Research Organisation.{{tlx|free media}}]]
PS4 has carried hosted payloads like AAM on PSLV-C8,&lt;ref name=&quot;:6&quot;&gt;{{cite web|url=https://www.isro.gov.in/sites/default/files/flipping_book/PSLV-C8/files/assets/common/downloads/publication.pdf|title=PSLV C8 / AGILE brochure}}&lt;/ref&gt; Luxspace (Rubin 9.1)/(Rubin 9.2) on PSLV-C14&lt;ref&gt;{{cite web|url=https://www.isro.gov.in/sites/default/files/flipping_book/PSLV-C14/files/assets/common/downloads/publication.pdf|title=PSLV C14/Oceansat-2 brochure}}&lt;/ref&gt; and mRESINS on PSLV-C21.&lt;ref&gt;{{cite web |url=https://www.dos.gov.in/sites/default/files/flipping_book/Space%20India%20July%2012-Aug%2013/files/assets/common/downloads/Space%20India%20July%2012-Aug%2013.pdf|title=Space-India July 2012 to August 2013 }}&lt;/ref&gt;

PS4 is being augmented to serve as a long duration orbital platform after completion of its primary mission. PS4 Orbital Platform (PS4-OP) will have its own power supply, telemetry package, data storage and attitude control for hosted payloads.&lt;ref&gt;{{cite web|url=http://www.unoosa.org/documents/pdf/copuos/stsc/2019/tech-55E.pdf|title=Opportunities for science experiments in the fourth stage of India's PSLV|date=21 February 2019}}&lt;/ref&gt;&lt;ref&gt;{{cite web|url=https://www.isro.gov.in/sites/default/files/orbital_platform-_ao.pdf|title=Announcement of Opportunity (AO) for Orbital platform: an avenue for in-orbit scientific experiments|date=15 June 2019}}&lt;/ref&gt;&lt;ref&gt;{{cite web|url=https://timesofindia.indiatimes.com/india/2-days-after-space-station-news-isro-calls-for-docking-experiments-on-pslv-stage-4/articleshow/69800354.cms|title=2 days after Space Station news, Isro calls for &quot;docking experiments&quot; on PSLV stage-4|first=Chethan|last=Kumar|work=The Times of India|accessdate=23 February 2020}}&lt;/ref&gt;

On PSLV-C37 and PSLV-C38 campaigns,&lt;ref&gt;{{Cite web |title=''In-situ'' observations of rocket burn induced modulations of the top side ionosphere using the IDEA payload on-board the unique orbiting experimental platform (PS4) of the Indian Polar Orbiting Satellite Launch Vehicle mission - ISRO |url=https://www.isro.gov.in/situ-observations-of-rocket-burn-induced-modulations-of-top-side-ionosphere-using-idea-payload-board |accessdate=2022-06-27 |website=www.isro.gov.in |language=en}}&lt;/ref&gt; as a demonstration PS4 was kept operational and monitored for over ten orbits after delivering spacecraft.&lt;ref&gt;{{cite web |title=Department of Space Annual Report 2017-18|url=https://web.archive.org/web/20180213093132/https://www.isro.gov.in/sites/default/files/article-files/node/9805/annualreport2017-18.pdf }}&lt;/ref&gt;&lt;ref name=Singh&gt;{{cite web |url=https://timesofindia.indiatimes.com/india/in-a-first-isro-will-make-dead-rocket-stage-alive-in-space-for-experiments/articleshow/67067817.cms|title=In a first, ISRO will make dead rocket stage &quot;alive&quot; in space for experiments|first=Surendra|last=Singh|work=The Times of India|date=16 December 2018|accessdate=23 February 2020}}&lt;/ref&gt;&lt;ref name=Rajasekhar&gt;{{cite web|url=https://www.deccanchronicle.com/science/science/200617/isro-to-lower-rockets-altitude.html|title=Isro to lower rocket's altitude|last=rajasekhar|first=pathri|publisher=Deccan Chronicle|date=2017-06-20|accessdate=23 February 2020}}&lt;/ref&gt; 

PSLV-C44 was the first campaign where PS4 functioned as independent orbital platform for short duration as there was no on-board power generation capacity.&lt;ref name=Rajwi&gt;{{cite news|last=Rajwi|first=Tiki |url=https://www.thehindu.com/news/national/kerala/pslv-lift-off-with-added-features/article25981654.ece|title=PSLV lift-off with added features|date=2019-01-12|newspaper=The Hindu|issn=0971-751X|accessdate=23 February 2020}}&lt;/ref&gt; It carried KalamSAT-V2 as a fixed payload, a 1U cubesat by Space Kidz India based on Interorbital Systems kit.&lt;ref&gt;{{cite web|title=PSLV-C44 - ISRO |url=https://www.isro.gov.in/launcher/pslv-c44|accessdate=26 June 2020|website=isro.gov.in}}&lt;/ref&gt;&lt;ref&gt;{{cite web
|title=Congratulations to ISRO and SpaceKidzIndia on getting their CubeSat into orbit! The students modified their IOS CubeSat kit, complete w/ their own experiments!|author=Interorbital Systems|date=25 January 2019|url=https://twitter.com/interorbital/status/1088526772109422592 }}&lt;/ref&gt;

On PSLV-C45 campaign, the fourth stage had its own power generation capability as it was augmented with an array of fixed solar cells around PS4 propellant tank.&lt;ref name=Clark&gt;{{cite web |url=https://spaceflightnow.com/2019/04/01/indian-military-satellite-20-more-planet-imaging-cubesats-aboard-successful-pslv-launch/|title=Indian military satellite, 20 more Planet imaging CubeSats launched by PSLV|last=Clark|first=Stephen|publisher=Spaceflight Now|accessdate=2020-02-23}}&lt;/ref&gt; Three payloads hosted on PS4-OP were, Advanced Retarding Potential Analyzer for Ionospheric Studies (ARIS 101F) by IIST,&lt;ref&gt;{{cite web|url=https://www.iist.ac.in/avionics/sudharshan.kaarthik|title=Department of Avionics, R. Sudharshan Kaarthik, Ph.D (Assistant Professor)}}&lt;/ref&gt; experimental Automatic identification system (AIS) payload by ISRO and AISAT by Satellize.&lt;ref&gt;{{cite web|url=https://satellize.com/index.php/exseed-sat-2/|title=Exseed Sat-2|publisher=Satellize|accessdate=23 February 2020}}&lt;/ref&gt; To function as orbital platform, fourth stage was put in spin-stabilized mode using its RCS thrusters.&lt;ref&gt;{{Cite web |date=16 June 2021 |title=Opportunity for Scientific Experiments on PSLV Upper Stage Orbital Platform |url=https://www.unoosa.org/documents/pdf/psa/hsti/Hyper-Microgravity_Webinar2021/Hyper-Microgravity_Webinar2021/9_RegionalActivities/R._Senan_Hypermicrogravity_ISRO.pdf}}&lt;/ref&gt;

==Salyut 1==
[[Image:Salyut 1.jpg|thumb|right|250px|Salyut 1 is photographed from the departing Soyuz 11. Credit: [[w:user:Viktor Patsayev|Viktor Patsayev]].{{tlx|fairuse}}]]
Salyut 1 (DOS-1) was the world's first space station launched into low Earth orbit by the Soviet Union on April 19, 1971. The Soyuz 11 crew achieved successful hard docking and performed experiments in Salyut 1 for 23 days.

Civilian Soviet space stations were internally referred to as DOS (the Russian acronym for &quot;Long-duration orbital station&quot;), although publicly, the Salyut name was used for the first six DOS stations (''Mir'' was internally known as DOS-7).&lt;ref&gt;Portree, David S. F. (March 1995). &quot;Part 2 – Almaz, Salyut, and Mir&quot; . Mir Hardware Heritage . Johnson Space Center Reference Series. NASA. NASA Reference Publication 1357 – via Wikisource.&lt;/ref&gt;

The astrophysical Orion 1 Space Observatory designed by Grigor Gurzadyan of Byurakan Observatory in Armenia, was installed in Salyut 1. Ultraviolet spectrograms of stars were obtained with the help of a mirror telescope of the Mersenne Three-mirror_anastigmat system and a spectrograph of the Wadsworth system using film sensitive to the far ultraviolet. The dispersion of the spectrograph was 32&amp;nbsp;Å/mm (3.2&amp;nbsp;nm/mm), while the resolution of the spectrograms derived was about 5&amp;nbsp;Å at 2600&amp;nbsp;Å (0.5&amp;nbsp;nm at 260&amp;nbsp;nm). Slitless spectrograms were obtained of the stars ''Vega'' and ''Beta Centauri'' between 2000 and 3800&amp;nbsp;Å (200 and 380&amp;nbsp;nm).&lt;ref name=Gurzadyan&gt;{{cite journal |title=Observed Energy Distribution of α Lyra and β Cen at 2000–3800 Å |journal=Nature |first1=G. A. |last1=Gurzadyan |first2=J. B. |last2=Ohanesyan |volume=239 |issue=5367 |page=90 |date=September 1972 |doi=10.1038/239090a0 |bibcode=1972Natur.239...90G|s2cid=4265702 }}&lt;/ref&gt; The telescope was operated by crew member Viktor Patsayev, who became the first man to operate a telescope outside of the Earth's atmosphere.&lt;ref name=&quot;Marett-Crosby2013&quot;&gt;{{cite book|last=Marett-Crosby|first=Michael|title=Twenty-Five Astronomical Observations That Changed the World: And How To Make Them Yourself|url=https://books.google.com/books?id=0KRSphlvsqgC&amp;pg=PA282|accessdate=2018-04-18|date=2013-06-28|publisher=Springer Science &amp; Business Media|{{isbn|9781461468004}}|page=282 }}&lt;/ref&gt;
{{clear}}

==Salyut 3==
[[Image:Salyut 3 paper model.JPG|thumb|right|250px|Salyut 3 (Almaz 2) Soviet military space station model shows Soyuz 14 docked. Credit: [[c:user:Godai|Godai]].{{tlx|free media}}]]
Salyut 3; also known as OPS-2&lt;ref name=Zak&gt;{{cite web|url=http://www.russianspaceweb.com/almaz_ops2.html|title=OPS-2 (Salyut-3)|author=Anatoly Zak|publisher=RussianSpaceWeb.com}}&lt;/ref&gt; or Almaz 2&lt;ref name=Portree1995&gt;D.S.F. Portree (March 1995). &quot;Mir Hardware Heritage&quot; (PDF). NASA. Archived from the original (PDF) on 2009-09-07.&lt;/ref&gt;) was a Soviet Union space station launched on 25 June 1974. It was the second Almaz military space station, and the first such station to be launched successfully.&lt;ref name=Portree1995/&gt; It was included in the Salyut program to disguise its true military nature.&lt;ref name=Hall&gt;Rex Hall, David Shayler (2003). Soyuz: a universal spacecraft. Springer. p. 459. ISBN 1-85233-657-9.&lt;/ref&gt; Due to the military nature of the station, the Soviet Union was reluctant to release information about its design, and about the missions relating to the station.&lt;ref name=Zimmerman&gt;Robert Zimmerman (September 3, 2003). Leaving Earth: Space Stations, Rival Superpowers, and the Quest for Interplanetary Travel. Joseph Henry Press. pp. 544. ISBN 0-309-08548-9.&lt;/ref&gt;

It attained an altitude of 219 to 270&amp;nbsp;km on launch&lt;ref name=Bond&gt;Peter Bond (20 June 2002). The continuing story of the International Space Station. Springer. p. 416. {{ISBN|1-85233-567-X}}.&lt;/ref&gt; and NASA reported its final orbital altitude was 268 to 272&amp;nbsp;km.&lt;ref name=NASAcat&gt;{{cite web|url=https://nssdc.gsfc.nasa.gov/nmc/spacecraft/display.action?id=1974-046A|title=Salyut 3 - NSSDC ID: 1974-046A|publisher=NASA}}&lt;/ref&gt;

The space stations funded and developed by the military, known as ''Almaz'' stations, were roughly similar in size and shape to the civilian DOS stations.&lt;ref name=Zimmerman/&gt; But the details of their design, which is attributed to Vladimir Chelomey, are considered to be significantly different from the DOS stations.&lt;ref name=Zimmerman/&gt; The first Almaz station was Salyut 2, which launched in April 1973, but failed only days after reaching orbit, and hence it was never manned.&lt;ref name=Portree1995/&gt;

Salyut 3 consisted of an airlock chamber, a large-diameter work compartment, and a small diameter living compartment, giving a total habitable volume of 90 m³.&lt;ref name=Portree/&gt; It had two solar arrays, one docking port, and two main engines, each of which could produce 400 kgf (3.9 kN) of thrust.&lt;ref name=Portree/&gt; Its launch mass was 18,900 kg.&lt;ref name=Portree1995/&gt;

The station came equipped with a shower, a standing sleeping station, as well as a foldaway bed.&lt;ref name=Portree1995/&gt; The floor was covered with hook and loop fastener (Velcro) to assist the cosmonauts moving around the station. Some entertainment on the station included a magnetic chess set, a small library, and a cassette deck with some audio compact Cassette tapes.&lt;ref name=Portree/&gt; Exercise equipment included a treadmill and Pingvin exercise suit.&lt;ref name=Portree/&gt; The first water-recycling facilities were tested on the station; the system was called Priboy.&lt;ref name=Portree1995/&gt;

The work compartment was dominated by the ''Agat-1'' Earth-observation telescope, which had a focal length of 6.375 metres and an optical resolution better than three metres, according to post-Soviet sources;&lt;ref name=Siddiqi/&gt;. Another NASA source&lt;ref name=Portree1995/&gt; states the focal length was 10 metres; but Portree's document preceded Siddiqi's by several years, during which time more information about the specifications was gathered. NASA historian Siddiqi has speculated that given the size of the telescope's mirror, it likely had a resolution better than one metre.&lt;ref name=Siddiqi&gt;{{cite book|title=Challenge to Apollo: The Soviet Union and the Space Race, 1945-1974|author=Siddiqi, Asif A.|publisher=NASA|year=2000}} SP-2000-4408. [https://history.nasa.gov/SP-4408pt1.pdf Part 2 (page 1-499)], [https://history.nasa.gov/SP-4408pt2.pdf Part 1 (page 500-1011)]&lt;/ref&gt; The telescope was used in conjunction with a wide-film camera, and was used primarily for military reconnaissance purposes.&lt;ref name=Siddiqi/&gt; The cosmonauts are said to have observed targets set out on the ground at Baikonur. Secondary objectives included study of water pollution, agricultural land, possible ore-bearing landforms, and oceanic ice formation.&lt;ref name=Portree1995/&gt;

The Salyut 3, although called a &quot;civilian&quot; station, was equipped with a &quot;self-defence&quot; gun which had been designed for use aboard the station, and whose design is attributed to Alexander Nudelman.&lt;ref name=Zak/&gt; Some accounts claim the station was equipped with a Nudelman-Rikhter &quot;Vulkan&quot; gun, which was a variant of the Nudelman-Rikhter NR-23 (23 mm Nudelman) aircraft cannon, or possibly a Nudelman-Rikhter NR-30 (Nudelman NR-30) 30&amp;nbsp;mm gun.&lt;ref name=Olberg&gt;[http://space.au.af.mil/books/oberg/ch02.pdf James Olberg, ''Space Power Theory'', Ch. 2]&lt;/ref&gt; Later Russian sources indicate that the gun was the virtually unknown (in the West) Rikhter R-23.&lt;ref&gt;Широкоград А.Б. (2001) ''История авиационного вооружения'' Харвест (Shirokograd A.B. (2001) ''Istorya aviatsionnogo vooruzhenia'' Harvest. {{ISBN|985-433-695-6}}) (''History of aircraft armament'')
p. 162&lt;/ref&gt; These claims have reportedly been verified by Pavel Popovich, who had visited the station in orbit, as commander of Soyuz 14.&lt;ref name=Olberg/&gt; Due to potential shaking of the station, in-orbit tests of the weapon with cosmonauts in the station were ruled out.&lt;ref name=Zak/&gt; The gun was fixed to the station in such a way that the only way to aim would have been to change the orientation of the entire station.&lt;ref name=Zak/&gt;&lt;ref name=Olberg/&gt; Following the last manned mission to the station, the gun was commanded by the ground to be fired; some sources say it was fired to depletion,&lt;ref name=Olberg/&gt; while other sources say three test firings took place during the Salyut 3 mission.&lt;ref name=Zak/&gt;
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==Salyut 4==
[[Image:Salyut-4 diagram.gif|thumb|right|250px|Diagram shows the orbital configuration of the Soviet space station Salyut 4 with a docked Soyuz 7K-T spacecraft. Credit: [[c:user:Bricktop|Bricktop]].{{tlx|free media}}]]
Installed on the Salyut 4 were OST-1 (Orbiting Solar Telescope) 25&amp;nbsp;cm solar telescope with a focal length of 2.5m and spectrograph shortwave diffraction spectrometer for far ultraviolet emissions, designed at the Crimean Astrophysical Observatory, and two X-ray telescopes.&lt;ref&gt;[http://www.friends-partners.org/partners/mwade/craft/salyut4.htm Salyut 4&lt;!-- Bot generated title --&gt;]&lt;/ref&gt;&lt;ref&gt;[http://adsabs.harvard.edu/abs/1979IzKry..59...31B The design of the Salyut-4 orbiting solar telescope]&lt;/ref&gt; One of the X-ray telescopes, often called the ''Filin telescope'', consisted of four gas flow proportional counters, three of which had a total detection surface of 450&amp;nbsp;cm&lt;sup&gt;2&lt;/sup&gt; in the energy range 2–10 keV, and one of which had an effective surface of 37&amp;nbsp;cm&lt;sup&gt;2&lt;/sup&gt; for the range 0.2 to 2 keV (32 to 320 Attojoule (aJ)). The field of view was limited by a slit collimator to 3 in × 10 in full width at half maximum. The instrumentation also included optical sensors which were mounted on the outside of the station together with the X-ray detectors, and power supply and measurement units which were inside the station. Ground-based calibration of the detectors was considered along with in-flight operation in three modes: inertial orientation, orbital orientation, and survey. Data could be collected in 4 energy channels: 2 to 3.1 keV (320 to 497 aJ), 3.1 to 5.9 keV (497 to 945 aJ), 5.9 to 9.6 keV (945 to 1,538 aJ), and 2 to 9.6 keV (320 to 1,538 aJ) in the larger detectors. The smaller detector had discriminator levels set at 0.2 keV (32 aJ), 0.55 keV (88 aJ), and 0.95 keV (152 aJ).&lt;ref name=Salyut4&gt;{{cite web
|title=Archived copy |accessdate=2012-05-05|url=https://web.archive.org/web/20120504183030/http://www.astronautix.com/craft/salyut4.htm }}&lt;/ref&gt;

Other instruments include a swivel chair for vestibular function tests, lower body negative pressure gear for cardiovascular studies, bicycle ergometer integrated physical trainer (electrically driven running track 1 m X .3 m with elastic cords providing 50&amp;nbsp;kg load), penguin suits and alternate athletic suit, sensors for temperature and characteristics of upper atmosphere, ITS-K infrared telescope spectrometer and ultraviolet spectrometer for study of earth's infrared radiation, multispectral earth resources camera, cosmic ray detector, embryological studies, new engineering instruments tested for orientation of station by celestial objects and in darkness and a teletypewriter.&lt;ref name=Salyut4/&gt;
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==Salyut 5==
[[Image:Salyut 5.jpeg|thumb|right|250px|Image was obtained from the Almaz OPS page. Credit: [[c:user:Mpaoper|Mpaoper]].{{tlx|free media}}]]
Salyut 5 carried Agat, a camera which the crews used to observe the Earth. The first manned mission, Soyuz 21, was launched from Baikonur on 6 July 1976, and docked at 13:40 UTC the next day.&lt;ref name=Anikeev&gt;{{cite web|last=Anikeev|first=Alexander|title=Soyuz-21|work=Manned Astronautics, Figures and Facts|accessdate=31 December 2010|url=https://web.archive.org/web/20110319191201/http://space.kursknet.ru/cosmos/english/machines/s21.sht }}&lt;/ref&gt;

On 14 October 1976, Soyuz 23 was launched carrying Vyacheslav Zudov and Valery Rozhdestvensky to the space station. During approach for docking the next day, a faulty sensor incorrectly detected an unexpected lateral motion. The spacecraft's Igla automated docking system fired the spacecraft's maneuvering thrusters in an attempt to stop the non-existent motion. Although the crew was able to deactivate the Igla system, the spacecraft had expended too much fuel to reattempt the docking under manual control. Soyuz 23 returned to Earth on 16 October without completing its mission objectives.

The last mission to Salyut 5, Soyuz 24, was launched on 7 February 1977. Its crew consisted of cosmonauts Viktor Gorbatko and Yury Glazkov, who conducted repairs aboard the station and vented the air which had been reported to be contaminated. Scientific experiments were conducted, including observation of the sun. The Soyuz 24 crew departed on 25 February. The short mission was apparently related to Salyut 5 starting to run low on propellant for its main engines and attitude control system.&lt;ref name=Zak/&gt;
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==Salyut 6==
[[Image:Salyut 6.jpg|thumb|right|250px|Salyut 6 is photographed with docked Soyuz (right) and Progress (left). Credit: A cosmonaut of the Soviet space programme.{{tlx|fairuse}}]]
Salyut 6 aka DOS-5, was a Soviet orbital space station, the eighth station of the Salyut programme. It was launched on 29 September 1977 by a Proton rocket. Salyut 6 was the first space station to receive large numbers of crewed and uncrewed spacecraft for human habitation, crew transfer, international participation and resupply, establishing precedents for station life and operations which were enhanced on Mir and the International Space Station.

Salyut 6 was the first &quot;second generation&quot; space station, representing a major breakthrough in capabilities and operational success. In addition to a new propulsion system and its primary scientific instrument—the BST-1M multispectral telescope—the station had two docking ports, allowing two craft to visit simultaneously. This feature made it possible for humans to remain aboard for several months.&lt;ref name=Chiara&gt;{{cite book |title=Spacecraft: 100 Iconic Rockets, Shuttles, and Satellites that put us in Space |last1=De Chiara |first1=Giuseppe |last2=Gorn |first2=Michael H. |publisher=Quarto/Voyageur |date=2018 |location=Minneapolis |{{ISBN|9780760354186}} |pages=132–135}}&lt;/ref&gt; Six long-term resident crews were supported by ten short-term visiting crews who typically arrived in newer Soyuz craft and departed in older craft, leaving the newer craft available to the resident crew as a return vehicle, thereby extending the resident crew's stay past the design life of the Soyuz. Short-term visiting crews routinely included international cosmonauts from Warsaw pact countries participating in the Soviet Union's Intercosmos programme. These cosmonauts were the first spacefarers from countries other than the Soviet Union or the United States. Salyut 6 was visited and resupplied by twelve uncrewed Progress spacecraft including Progress 1, the first instance of the series. Additionally, Salyut 6 was visited by the first instances of the new Soyuz-T spacecraft.
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==Salyut 7==
[[Image:Salyut7 with docked spacecraft.jpg|thumb|right|250px|A view of the Soviet orbital station Salyut 7, with a docked Soyuz spacecraft in view. Credit:NASA.{{tlx|fairuse}}]]
Salyut 7 a.k.a. DOS-6, short for Durable Orbital Station&lt;ref name=Portree1995/&gt;) was a space station in low Earth orbit from April 1982 to February 1991.&lt;ref name=Portree1995/&gt; It was first crewed in May 1982 with two crew via Soyuz T-5, and last visited in June 1986, by Soyuz T-15.&lt;ref name=Portree1995/&gt; Various crew and modules were used over its lifetime, including 12 crewed and 15 uncrewed launches in total.&lt;ref name=Portree1995/&gt; Supporting spacecraft included the Soyuz T, Progress, and TKS spacecraft.&lt;ref name=Portree1995/&gt;
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==Skylab==
[[Image:Skylab (SL-4).jpg|thumb|right|250px|Skylab is an example of a manned observatory in orbit. Credit: NASA.{{tlx|free media}}]]
Skylab included an Apollo Telescope Mount, which was a multi-spectral solar observatory. Numerous scientific experiments were conducted aboard Skylab during its operational life, and crews were able to confirm the existence of coronal holes in the Sun. The Earth Resources Experiment Package (EREP), was used to view the Earth with sensors that recorded data in the visible, infrared, and microwave spectral regions.
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==Skylab 2==
[[Image:40 Years Ago, Skylab Paved Way for International Space Station.jpg|thumb|right|250px|Skylab is photographed from the departing Skylab 2 spacecraft. Credit: NASA Skylab 2 crew.{{tlx|free media}}]]
As the crew of Skylab 2 departs, the gold sun shield covers the main portion of the space station. The solar array at the top was the one freed during a spacewalk. The four, windmill-like solar arrays are attached to the Apollo Telescope Mount used for solar astronomy.
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==Skylab 3==
[[Image:Skylab 3 Close-Up - GPN-2000-001711.jpg|thumb|right|250px|Skylab is photographed by the arriving Skylab 3 crew. Credit: NASA Skylab 3 crew.{{tlx|free media}}]]
A close-up view of the Skylab space station photographed against an Earth background from the Skylab 3 Command/Service Module during station-keeping maneuvers prior to docking. The Ilha Grande de Gurupá area of the Amazon River Valley of Brazil can be seen below. Aboard the command module were astronauts Alan L. Bean, Owen K. Garriott, and Jack R. Lousma, who remained with the Skylab space station in Earth's orbit for 59 days. This picture was taken with a hand-held 70mm Hasselblad camera using a 100mm lens and SO-368 medium speed Ektachrome film. Note the one solar array system wing on the Orbital Workshop (OWS) which was successfully deployed during extravehicular activity (EVA) on the first manned Skylab flight. The parasol solar shield which was deployed by the Skylab 2 crew can be seen through the support struts of the Apollo Telescope Mount.
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==Skylab 4==
[[Image:Skylab and Earth Limb - GPN-2000-001055.jpg|thumb|right|250px|The final view of Skylab, from the departing mission 4 crew, with Earth in the background. Credit: NASA Skylab 4 crew.{{tlx|free media}}]]
An overhead view of the Skylab Orbital Workshop in Earth orbit as photographed from the Skylab 4 Command and Service Modules (CSM) during the final fly-around by the CSM before returning home.

During launch on May 14, 1973, 63 seconds into flight, the micrometeor shield on the Orbital Workshop (OWS) experienced a failure that caused it to be caught up in the supersonic air flow during ascent. This ripped the shield from the OWS and damaged the tie-downs that secured one of the solar array systems.

Complete loss of one of the solar arrays happened at 593 seconds when the exhaust plume from the S-II's separation rockets impacted the partially deployed solar array system. Without the micrometeoroid shield that was to protect against solar heating as well, temperatures inside the OWS rose to 126°F.

The rectangular gold &quot;parasol&quot; over the main body of the station was designed to replace the missing micrometeoroid shield, to protect the workshop against solar heating. The replacement solar shield was deployed by the Skylab I crew.
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==Spacelabs==
[[Image:STS-42 view of payload bay.jpg|thumb|upright=1.0|right|300px|STS-42 is shown with Spacelab hardware in the orbiter bay overlooking Earth. Credit: NASA STS-42 crew.{{tlx|free media}}]]
OSS-l (named for the NASA Office of Space Science and Applications) onboard STS-3 consisted of a number of instruments mounted on a Spacelab pallet, intended to obtain data on the near-Earth environment and the extent of contamination caused by the orbiter itself. Among other experiments, the OSS pallet contained a X-ray detector for measuring the polarization of X-rays emitted by solar flares.&lt;ref name=Tramiel1984&gt;{{cite journal|author=Tramiel, Leonard J.|author2=Chanan, Gary A. |author3=Novick, R.|title=Polarization evidence for the isotropy of electrons responsible for the production of 5-20 keV X-rays in solar flares|bibcode=1984ApJ...280..440T|date=1 May 1984|journal=The Astrophysical Journal|doi=10.1086/162010|volume=280|page=440}}&lt;/ref&gt;
Spacelab was a reusable laboratory developed by European Space Agency (ESA) and used on certain spaceflights flown by the Space Shuttle. The laboratory comprised multiple components, including a pressurized module, an unpressurized carrier, and other related hardware housed in the Shuttle's cargo bay. The components were arranged in various configurations to meet the needs of each spaceflight.

&quot;Spacelab is important to all of us for at least four good reasons. It expanded the Shuttle's ability to conduct science on-orbit manyfold. It provided a marvelous opportunity and example of a large international joint venture involving government, industry, and science with our European allies. The European effort provided the free world with a really versatile laboratory system several years before it would have been possible if the United States had had to fund it on its own. And finally, it provided Europe with the systems development and management experience they needed to move into the exclusive manned space flight arena.&quot;&lt;ref&gt;[https://ntrs.nasa.gov/archive/nasa/casi.ntrs.nasa.gov/19880009991.pdf ''Spacelab: An International Success Story'' Foreword by NASA Administrator James C. Fletcher]&lt;/ref&gt;

NASA shifted its focus from the Lunar missions to the Space Shuttle, and also space research.&lt;ref name=Portree&gt;{{cite web |url=https://spaceflighthistory.blogspot.com/2017/03/nasa-seeks-to-pep-up-shuttlespacelab.html |title=Spaceflight History: NASA Johnson's Plan to PEP Up Shuttle/Spacelab (1981) |last=Portree |first=David S.F. |date=2017 |website=Spaceflight History}}&lt;/ref&gt;

Spacelab consisted of a variety of interchangeable components, with the major one being a crewed laboratory that could be flown in Space Shuttle orbiter's bay and returned to Earth.&lt;ref name=&quot;Angelo&quot;&gt;{{cite book |author=Joseph Angelo |title=Dictionary of Space Technology |url=https://books.google.com/books?id=wSzfAQAAQBAJ&amp;pg=PA393 |year=2013 |publisher=Routledge |{{isbn|978-1-135-94402-5}} |page=393}}&lt;/ref&gt; However, the habitable module did not have to be flown to conduct a Spacelab-type mission and there was a variety of pallets and other hardware supporting space research.&lt;ref name=&quot;Angelo&quot;/&gt; The habitable module expanded the volume for astronauts to work in a shirt-sleeve environment and had space for equipment racks and related support equipment.&lt;ref name=&quot;Angelo&quot;/&gt; When the habitable module was not used, some of the support equipment for the pallets could instead be housed in the smaller Igloo, a pressurized cylinder connected to the Space Shuttle orbiter crew area.&lt;ref name=&quot;Angelo&quot;/&gt;

{| class=&quot;wikitable&quot;
|-
! Mission name
! Space Shuttle orbiter
! Launch date
! Spacelab &lt;br&gt;mission name
! Pressurized &lt;br&gt;module
! Unpressurized &lt;br&gt;modules
|-
| STS-2
| ''Columbia''
| November 12, 1981
| OSTA-1
| 
| 1 Pallet (E002)&lt;ref name=STS2&gt;{{cite web |url=https://www.nasa.gov/mission_pages/shuttle/shuttlemissions/archives/sts-2.html |title=STS-2 |publisher=NASA |accessdate=23 November 2010}}&lt;/ref&gt;
|-
| STS-3
| ''Columbia''
| March 22, 1982
| OSS-1
| 
| 1 Pallet (E003)&lt;ref name=STS3&gt;{{cite web |url=https://www.nasa.gov/mission_pages/shuttle/shuttlemissions/archives/sts-3.html |title=STS-3 |publisher=NASA |accessdate=23 November 2010}}&lt;/ref&gt;
|-
| STS-9
| ''Columbia''
| November 28, 1983
| Spacelab 1
| Module LM1
| 1 Pallet (F001)
|-
| STS-41-G
| ''Challenger''
| October 5, 1984
| OSTA-3
| 
| 1 Pallet (F006)&lt;ref name=NASA28&gt;{{cite web |url=https://science.nasa.gov/science-news/science-at-nasa/1999/msad15mar99_1/ |title=Spacelab joined diverse scientists and disciplines on 28 Shuttle missions |publisher=NASA |date=15 March 1999 |accessdate=23 November 2010}}&lt;/ref&gt;
|-
| STS-51-A
| ''Discovery''
| November 8, 1984
| Retrieval of 2 satellites
| 
| 2 Pallets (F007+F008)
|-
| STS-51-B
| ''Challenger''
| April 29, 1985
| Spacelab 3
| Module LM1
| Multi-Purpose Experiment Support Structure (MPESS)
|-
| STS-51-F
| ''Challenger''
| July 29, 1985
| Spacelab 2
| Igloo
| 3 Pallets (F003+F004+F005) + IPS
|-
| STS-61-A
| ''Challenger''
| October 30, 1985
| Spacelab D1
| Module LM2
| MPESS
|-
| STS-35
| ''Columbia''
| December 2, 1990
| ASTRO-1
| Igloo
| 2 Pallets (F002+F010) + IPS
|-
| STS-40
| ''Columbia''
| June 5, 1991
| SLS-1
| Module LM1
| 
|-
| STS-42
| ''Discovery''
| January 22, 1992
| IML-1
| Module LM2
| 
|-
| STS-45
| ''Atlantis''
| March 24, 1992
| ATLAS-1
| Igloo
| 2 Pallets (F004+F005)
|-
| STS-50
| ''Columbia''
| June 25, 1992
| USML-1
| Module LM1
| Extended Duration Orbiter (EDO)
|-
| STS-46
| ''Atlantis''
| July 31, 1992
| TSS-1
| 
| 1 Pallet (F003)&lt;ref name=ESA-STS46&gt;{{cite web |url=https://www.esa.int/Enabling_Support/Operations/ESA_hands_over_a_piece_of_space_history |title=ESA hands over a piece of space history |publisher=ESA}}&lt;/ref&gt;
|-
| STS-47 (J)
| ''Endeavour''
| September 12, 1992
| Spacelab-J
| Module LM2
| 
|-
| STS-56
| ''Discovery''
| April 8, 1993
| ATLAS-2
| Igloo
| 1 Pallet (F008)
|-
| STS-55 (D2)
| ''Columbia''
| April 26, 1993
| Spacelab D2
| Module LM1
| Unique Support Structure (USS)
|-
| STS-58
| ''Columbia''
| October 18, 1993
| SLS-2
| Module LM2
| EDO
|-
| STS-61
| ''Endeavour''
| December 2, 1993
| HST SM 01
| 
| 1 Pallet (F009)
|-
| STS-59
| ''Endeavour''
| April 9, 1994
| SRL-1
| 
| 1 Pallet (F006)
|-
| STS-65
| ''Columbia''
| July 8, 1994
| IML-2
| Module LM1
| EDO
|-
| STS-64
| ''Discovery''
| September 9, 1994
| LITE
| 
| 1 Pallet (F007)&lt;ref name=PraxisLog&gt;{{cite book |title=Manned Spaceflight Log 1961–2006 |author=Tim Furniss |author2=David Shayler |author3=Michael Derek Shayler |publisher=Springer Praxis |page=829 |date=2007}}&lt;/ref&gt;
|-
| STS-68
| ''Endeavour''
| September 30, 1994
| SRL-2
| 
| 1 Pallet (F006)
|-
| STS-66
| ''Atlantis''
| November 3, 1994
| ATLAS-3
| Igloo
| 1 Pallet (F008)
|-
| STS-67
| ''Endeavour''
| March 2, 1995
| ASTRO-2
| Igloo
| 2 Pallets (F002+F010) + IPS + EDO
|-
| STS-71
| ''Atlantis''
| June 27, 1995
| Spacelab-Mir
| Module LM2
| 
|-
| STS-73
| ''Columbia''
| October 20, 1995
| USML-2
| Module LM1
| EDO
|-
| STS-75
| ''Columbia''
| February 22, 1996
| TSS-1R / USMP-3
| 
| 1 Pallet (F003)&lt;ref name=NASA28/&gt; + 2 MPESS + EDO
|-
| STS-78
| ''Columbia''
| June 20, 1996
| LMS
| Module LM2
| EDO
|-
| STS-82
| ''Discovery''
| February 21, 1997
| HST SM 02
| 
| 1 Pallet (F009)&lt;ref name=NASA28/&gt;
|-
| STS-83
| ''Columbia''
| April 4, 1997
| MSL-1
| Module LM1
| EDO
|-
| STS-94
| ''Columbia''
| July 1, 1997
| MSL-1R
| Module LM1
| EDO
|-
| STS-90
| ''Columbia''
| April 17, 1998
| Neurolab
| Module LM2
| EDO
|-
| STS-103
| ''Discovery''
| December 20, 1999
| HST SM 03A
| 
| 1 Pallet (F009)
|-
| STS-99
| ''Endeavour''
| February 11, 2000
| SRTM
| 
| 1 Pallet (F006)
|-
| STS-92
| ''Discovery''
| Oktober 11, 2000
| ISS assembly
| 
| 1 Pallet (F005)
|-
| STS-100
| ''Endeavour''
| April 19, 2001
| ISS assembly
| 
| 1 Pallet (F004)
|-
| STS-104
| ''Atlantis''
| July 12, 2001
| ISS assembly
| 
| 2 Pallets (F002+F010)
|-
| STS-109
| ''Columbia''
| March 1, 2002
| HST SM 03B
| 
| 1 Pallet (F009)
|-
| STS-123
| ''Endeavour''
| March 11, 2008
| ISS assembly
| 
| 1 Pallet (F004)
|-
| STS-125
| ''Atlantis''
| May 11, 2009
| HST SM 04
| 
| 1 Pallet (F009)
|}
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==Spacelab 1==
[[Image:Spacelab1 flight columbia.jpg|thumb|right|250px|Spacelab 1 was carried into space onboard STS-9. Credit: NASA STS-9 crew.{{tlx|free media}}]]
The Spacelab 1 mission had experiments in the fields of space plasma physics, solar physics, atmospheric physics, astronomy, and Earth observation.&lt;ref name=Shayler&gt;{{cite book |url=https://books.google.com/books?id=TweEC3h633AC&amp;pg=PA433 |title=NASA's Scientist-Astronauts |first1=David |last1=Shayler |last2=Burgess |first2=Colin |date=2007 |publisher=Springer Science &amp; Business Media |{{isbn|978-0-387-49387-9}} |page=433 |bibcode=2006nasa.book.....S }}&lt;/ref&gt;
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==Spacelab 2==
[[Image:STS-51-F Instrument Pointing System.jpg|thumb|right|250px|Spacelab 2 pallet is shown in the open payload bay of Space Shuttle ''Challenger''. Credit: NASA STS-19 crew.{{tlx|free media}}]]
View of the Spacelab 2 pallet in the open payload bay. The solar telescope on the Instrument Pointing System (IPS) is fully deployed. The Solar UV high resolution Telescope and Spectrograph are also visible.

The Spacelab Infrared Telescope (IRT) was also flown on the mission.&lt;ref name=Kent/&gt; The IRT was a {{cvt|15.2|cm}} aperture liquid helium-cooled infrared telescope, observing light between wavelengths of 1.7 to 118 μm.&lt;ref name=Kent&gt;[http://adsabs.harvard.edu/full/1992ApJS...78..403K Kent, et al. – '''Galactic structure from the Spacelab infrared telescope''' (1992)]&lt;/ref&gt; It was thought heat emissions from the Shuttle corrupting long-wavelength data, but it still returned useful astronomical data.&lt;ref name=Kent/&gt; Another problem was that a piece of mylar insulation broke loose and floated in the line-of-sight of the telescope.&lt;ref name=Kent/&gt; IRT collected infrared data on 60% of the galactic plane.&lt;ref name=&quot;ipac.caltech.edu&quot;&gt;{{cite web
|title=Archived copy of Infrared Astronomy From Earth Orbit|accessdate=2016-12-10|url=https://web.archive.org/web/20161221020839/http://www.ipac.caltech.edu/outreach/Edu/orbit.html }}&lt;/ref&gt; A later space mission that experienced a stray light problem from debris was ''Gaia'' astrometry spacecraft launch in 2013 by the ESA - the source of the stray light was later identified as the fibers of the sunshield, protruding beyond the edges of the shield.&lt;ref&gt;{{cite news|url=http://www.cosmos.esa.int/web/gaia/news_20141217|title=STATUS OF THE GAIA STRAYLIGHT ANALYSIS AND MITIGATION ACTIONS|publisher=ESA|date=2014-12-17|accessdate=5 February 2022}}&lt;/ref&gt;
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==Spacelab 3==
[[Image:Spacelab Module in Cargo Bay.jpg|thumb|right|250px|Spacelab Module is photographed in the Cargo Bay. Credit: NASA STS-17 crew.{{tlx|free media}}]]
[[Image:Crystal in VCGS furnace.jpg|thumb|upright=1.0|left|250px|Mercuric iodide crystals were grown on STS-51-B, Spacelab 3. Credit: [[w:user:Lodewijk van den Berg|Lodewijk van den Berg]] and Marshall Space Flight Center, NASA.{{tlx|free media}}]]
[[Image:Vapor Crystal Growth System Furnace.jpg|thumb|right|250px|The Vapor Crystal Growth System Furnace experiment is shown on STS-51-B. Credit: STS-17 crew.{{tlx|free media}}]]
[[Image:STS-51B launch.jpg|thumb|left|250px|Space Shuttle ''Challenger'' launches on STS-51B. Credit: NASA.{{tlx|free media}}]]
[[Image:STS51B-06-010.jpg|thumb|right|250px|Lodewijk van den Berg observes the crystal growth aboard Spacelab. Credit: NASA STS-17 crew.{{tlx|free media}}]]
Van den Berg and his colleagues designed the EG&amp;G Vapor Crystal Growth System experiment apparatus for a Space Shuttle flight. The experiment required an in-flight operator and NASA decided that it would be easier to train a crystal growth scientist to become an astronaut, than it would be the other way around. NASA asked EG&amp;G and Van den Berg to compile a list of eight people who would qualify to perform the science experiments in space and to become a Payload Specialist. Van den Berg and his chief, Dr. Harold A. Lamonds could only come up with seven names. Lamonds subsequently proposed adding Van den Berg to the list, joking with Van den Berg that due to his age, huge glasses and little strength, he would probably be dropped during the first selection round; but at least they would have eight names. Van den Berg agreed to be added to the list, but didn't really consider himself being selected to be a realistic scenario.&lt;ref name=Engelen&gt;{{Cite news |title=Niet Wubbo maar Lodewijk van den Berg was de eerste |last=van Engelen |first=Gert |periodical=Delft Integraal |year=2005 |issue=3 |pages=23–26 |language=nl |accessdate=2017-08-24 |url=https://web.archive.org/web/20170824215339/http://actueel.tudelft.nl/fileadmin/UD/MenC/Support/Internet/TU_Website/TU_Delft_portal/Actueel/Magazines/Delft_Integraal/archief/2005_DI/2005-3/doc/DI05-3-5LodewijkvdBerg.pdf }}&lt;/ref&gt;&lt;ref name=&quot;netwerk&quot;&gt;{{cite video |title=De `vergeten astronaut`
|url=https://web.archive.org/web/20091014203252/http://www.netwerk.tv/node/3884 |medium=documentary |publisher=Netwerk, NCRV and Evangelische Omroep (EO)|accessdate=2008-04-09 }}&lt;/ref&gt;

The first selection round consisted of a selection based on science qualifications in the field in question, which Van den Berg easily passed. The final four candidates were tested on physical and mental qualifications which he also passed, while two of the others failed due to possible heart issues. He was now part of the final two, and NASA always trains two astronauts, a prime and a back-up. In 1983 he started to train as an astronaut and six months before the launch he was told that he would be the prime astronaut, much to his own surprise. When he went into space he was 53 years old, making him one of the oldest rookie astronauts.&lt;ref name=Engelen/&gt;&lt;ref name=&quot;netwerk&quot; /&gt;
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==Space Transportation Systems (STSs)==
[[Image:Space Shuttle, Nuclear Shuttle, and Space Tug.jpg|thumb|right|250px|This artist's concept illustrates the use of the Space Shuttle, Nuclear Shuttle, and Space Tug in NASA's Integrated Program. Credit: NASA.{{tlx|free media}}]]
The purpose of the system was two-fold: to reduce the cost of spaceflight by replacing the current method of launching capsules on expendable rockets with reusable spacecraft; and to support ambitious follow-on programs including permanent orbiting space stations around Earth and the Moon, and a human landing mission to Mars.

The Space Shuttles were often used as short term orbital platforms.
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==STS-1==
[[Image:Space Shuttle Columbia launching.jpg|thumb|left|250px|The April 12, 1981, launch at Pad 39A of STS-1, just seconds past 7 a.m., carries astronauts John Young and Robert Crippen into an Earth orbital mission scheduled to last for 54 hours, ending with unpowered landing at Edwards Air Force Base in California. Credit: NASA.{{tlx|free media}}]]
[[Image:Columbia STS-1 training.jpg|thumb|right|250px|STS-1 crew is shown in Space Shuttle Columbia's cabin. Credit: NASA.{{tlx|free media}}]]
The majority of the ''Columbia'' crew's approximately 53 hours in low Earth orbit was spent conducting systems tests including Crew Optical Alignment Sight (COAS) calibration, star tracker performance, Inertial Measurement Unit (IMU) performance, manual and automatic Reaction Control System (RCS} testing, radiation measurement, propellant crossfeeding, hydraulics functioning, fuel cell purging and Earth photography.
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==STS-2==
[[Image:Aerial View of Columbia Launch - GPN-2000-001358.jpg|thumb|upright=1.0|left|250px|Aerial view shows ''Columbia'' launch from Pad 39A at the Kennedy Space Center in Florida. Credit: NASA / John Young aboard NASA's Shuttle Training Aircraft (STA).{{tlx|free media}}]]
[[Image:STS-2 Canadarm debut.jpg|thumb|right|250px|On Space Shuttle mission STS-2, Nov. 1981, the Canadarm is flown in space for the first time. Credit: NASA.{{tlx|free media}}]]
On a Spacelab pallet were a number of remote-sensing instruments including the Shuttle Imaging Radar-A (SIR-A), for remote sensing of Earth's resources, environmental quality, and ocean and weather conditions.&lt;ref&gt;{{cite web
|url=https://web.archive.org/web/19970208115640/http://southport.jpl.nasa.gov/scienceapps/sira.html
|title=SIR-A: 1982|publisher=NASA|accessdate= 22 June 2013}}&lt;/ref&gt; The second launch of ''Columbia'' also included an onboard camera for Earth photography.
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==STS-3==
[[Image:STS-3 launch.jpg|thumb|upright=1.0|left|250px|STS-3 lifts off from Launch Complex-39A at Kennedy Space Center. Credit: NASA.{{tlx|free media}}]]
[[Image:STS-3 infrared on reentry.jpg|thumb|upright=1.0|right|250px|The Kuiper Airborne Observatory took an infrared image of the orbiter's heat shield to study its operational temperatures. In this image, ''Columbia'' is travelling at Mach{{nbsp}}15.6 at an altitude of {{cvt|56|km}}. Credit: .{{tlx|free media}}]]
in its payload bay, ''Columbia'' again carried the Development Flight Instrumentation (DFI) package, and a test canister for the Small Self-Contained Payload program – also known as the Getaway Special (GAS) – was mounted on one side of the payload bay.
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==STS-4==
[[Image:STS-4 launch.jpg|thumb|left|250px|Launch view of the Space Shuttle ''Columbia'' for the STS-4 mission. Credit: NASA.{{tlx|free media}}]]
[[Image:STS-4 Induced Environment Contaminant Monitor.jpg|thumb|right|250px|View shows the Space Shuttle's RMS grappling the Induced Environment Contaminant Monitor (IECM) experiment. Credit: NASA STS-4 crew.{{tlx|free media}}]]
The North Atlantic Ocean southeast of the Bahamas is in the background as Columbia's remote manipulator system (RMS) arm and end effector grasp a multi-instrument monitor for detecting contaminants. The experiment is called the induced environment contaminant monitor (IECM). Below the IECM the tail of the orbiter can be seen.

In the shuttle's mid-deck, a Continuous Flow Electrophoresis System and the Mono-disperse Latex Reactor flew for the second time. The crew conducted a lightning survey with hand-held cameras, and performed medical experiments on themselves for two student projects. They also operated the Remote Manipulator System (Canadarm) with an instrument called the Induced Environment Contamination Monitor mounted on its end, designed to obtain information on gases or particles being released by the orbiter in flight.&lt;ref name=JSC&gt;{{cite web|url=http://www.jsc.nasa.gov/history/shuttle_pk/pk/Flight_004_STS-004_Press_Kit.pdf|title=STS-004 Press Kit|publisher=NASA|accessdate=4 July 2013}}&lt;/ref&gt;
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==STS-7==
[[Image:Challenger launch on STS-7.jpg|thumb|left|250px|Space Shuttle Challenger launches on STS-7. Credit: NASA.{{tlx|free media}}]]
[[Image:Space debris impact on Space Shuttle window.jpg|thumb|right|250px|An impact crater is in one of the windows of the Space Shuttle ''Challenger'' following a collision with a paint chip during STS-7. Credit: NASA STS-7 crew.{{tlx|free media}}]]
STS-7 was NASA's seventh Space Shuttle mission, and the second mission for the Space Shuttle ''Challenger''.

Norman Thagard, a mission specialist, conducted medical tests concerning Space adaptation syndrome, a bout of nausea frequently experienced by astronauts during the early phase of a space flight.

The mission carried the first Shuttle pallet satellite (SPAS-1), built by Messerschmitt-Bölkow-Blohm (MBB). SPAS-1 was unique in that it was designed to operate in the payload bay or be deployed by the Remote Manipulator System (Canadarm) as a free-flying satellite. It carried 10 experiments to study formation of metal alloys in microgravity, the operation of heat pipes, instruments for remote sensing observations, and a mass spectrometer to identify various gases in the payload bay. It was deployed by the Canadarm and flew alongside and over ''Challenger'' for several hours, performing various maneuvers, while a U.S.-supplied camera mounted on SPAS-1 took pictures of the orbiter. The Canadarm later grappled the pallet and returned it to the payload bay.

STS-7 also carried seven Getaway Special (GAS) canisters, which contained a wide variety of experiments, as well as the OSTA-2 payload, a joint U.S.-West Germany scientific pallet payload. The orbiter's Ku-band antenna was able to relay data through the U.S. tracking and data relay satellite (TDRS) to a ground terminal for the first time.
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==STS-8==
[[Image:STS_8_Launch.jpg|thumb|left|250|Space Shuttle ''Challenger'' begins its third mission on 30 August 1983, conducting the first night launch of the shuttle program. Credit: NASA.{{tlx|free media}}]]
STS-8 was the eighth NASA Space Shuttle mission and the third flight of the Space Shuttle ''Challenger''.

The secondary payload, replacing a delayed NASA communications satellite, was a four-metric-ton dummy payload, intended to test the use of the shuttle's Canadarm (remote manipulator system). Scientific experiments carried on board ''Challenger'' included the environmental testing of new hardware and materials designed for future spacecraft, the study of biological materials in electric fields under microgravity, and research into space adaptation syndrome (also known as &quot;space sickness&quot;).

The Payload Flight Test Article (PFTA) had been scheduled for launch in June 1984 on STS-16 in the April 1982 manifest,&lt;ref name=&quot;news 82-46&quot;&gt;{{cite press release|url=https://ntrs.nasa.gov/archive/nasa/casi.ntrs.nasa.gov/19820014425.pdf|hdl=2060/19820014425|title=Space Shuttle payload flight manifest / News Release 82-46|date=April 14, 1982|publisher=NASA |last1=McCormack |first1= Dick |last2=Hess |first2=Mark |archive-url=https://web.archive.org/web/20220412163838/https://ntrs.nasa.gov/citations/19820014425 |archive-date=2022-04-12 |url-status=live }}&lt;/ref&gt; but by May 1983 it had been brought forward to STS-11. That month, when the TDRS missions were delayed, it was brought forward to STS-8 to fill the hole in the manifest.&lt;ref name=&quot;STS-8 Press Information, p. i&quot;&gt;''STS-8 Press Information'', p. i&lt;/ref&gt; It was an aluminum structure resembling two wheels with a {{cvt|6|m}} long central axle, ballasted with lead to give it a total mass of {{cvt|3855|kg}}, which could be lifted by the Canadarm Remote Manipulator System – the Shuttle's &quot;robot arm&quot; – and moved around to help astronauts gain experience in using the system. It was stored in the midsection of the payload bay.&lt;ref&gt;Press kit, p. 32&lt;/ref&gt;

The orbiter carried the Development Flight Instrumentation (DFI) pallet in its forward payload bay; this had previously flown on ''Columbia'' to carry test equipment. The pallet was not outfitted with any flight instrumentation, but was used to mount two experiments. The first studied the interaction of ambient atomic oxygen with the structural materials of the orbiter and payload, while the second tested the performance of a heat pipe designed for use in the heat rejection systems of future spacecraft.&lt;ref&gt;Press kit, pp. 38–39. The first experiment was formally designated &quot;Evaluation of Oxygen Interaction with Materials&quot; (DSO-0301) while the second was the High Capacity Heat Pipe Demonstration (DSO-0101)&lt;/ref&gt;

Four Getaway Special (GAS) payloads were carried. One studied the effects of cosmic rays on electronic equipment. The second studied the effect of the gas environment around the orbiter using ultraviolet absorption measurements, as a precursor to ultraviolet equipment being designed for Spacelab 2. A third, sponsored by the Japanese ''Asahi Shimbun'' newspaper, tried to use water vapor in two tanks to create snow crystals. This was a second attempt at an experiment first flown on STS-6, which had had to be redesigned after the water in the tanks froze solid. The last was similar to an experiment flown on STS-3, and studied the ambient levels of atomic oxygen by measuring the rates at which small carbon and osmium wafers oxidized.&lt;ref&gt;Press kit, pp. 40–41. In order, these were designated the Cosmic Ray Upset Experiment (CRUX) (G-0346); the Ultraviolet-Sensitive Photographic Emulsion Experiment (G-0347); the Japanese snow crystal experiment (G-0475), and the Contamination Monitor Package (G-0348).&lt;/ref&gt;

The mission, in cooperation with the United States Postal Service (USPS), also carried 260,000 postal covers franked with US$9.35 express postage stamps, which were to be sold to collectors, with the profits divided between the USPS and NASA. Two storage boxes were attached to the DFI pallet, with more stored in six of the Getaway Special canisters.&lt;ref&gt;Press kit, p. 37&lt;/ref&gt;

A number of other experiments were to be performed inside the orbiter crew compartment. Among these was the Continuous Flow Electrophoresis System, being flown for the fourth time. This separated solutions of biological materials by passing electric fields through them; the experiment aimed at supporting research into diabetes treatments.&lt;ref&gt;Press kit, p. 38&lt;/ref&gt; A small animal cage was flown containing six rats; no animal experiment was carried out on the flight, but a student involvement project was planned for a later mission which would use the cage, and NASA wanted to ensure it was flight-tested.&lt;ref name=&quot;Press kit, p. 39&quot;&gt;Press kit, p. 39&lt;/ref&gt; The student involvement project carried out on STS-8 involved William E. Thornton using biofeedback techniques, to try to determine if they worked in microgravity.&lt;ref name=&quot;Press kit, p. 39&quot;/&gt; A photography experiment would attempt to study the spectrum of a luminous atmospheric glow which had been reported around the orbiter, and determine how this interacted with firings of the reaction control system (RCS).&lt;ref&gt;''STS-9 Press Information'', p. 60. This was formally designated as &quot;Investigation of STS Atmospheric Luminosities&quot;.&lt;/ref&gt;
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==STS-9==
[[Image:Sts-9lift.jpg|thumb|left|250px|Columbia launches on mission STS-9 from Launch Pad 39-A. Credit: NASA.{{tlx|free media}}]]
STS-9 (also referred to Spacelab 1) &lt;ref&gt;&quot;Fun facts about STS numbering&quot;|url=https://web.archive.org/web/20100527232806/http://enterfiringroom.ksc.nasa.gov/funFactsSTSNumbers.htm|date=2010-05-27
|NASA/KSC 29 October 2004. Retrieved 20 July 2013&lt;/ref&gt; was the ninth NASA Space Shuttle mission and the sixth mission of the Space Shuttle ''Columbia''. Launched on 28 November 1983, the ten-day mission carried the first Spacelab laboratory module into orbit.

The mission was devoted entirely to Spacelab 1, a joint NASA/European Space Agency (ESA) program designed to demonstrate the ability to conduct advanced scientific research in space. Both the mission specialists and payload specialists worked in the Spacelab module and coordinated their efforts with scientists at the Marshall Space Flight Center (MSFC) Payload Operations Control Center (POCC), which was then located at the Johnson Space Center (JSC) in Texas. Funding for Spacelab 1 was provided by the ESA.

Over the course of the mission, 72 scientific experiments were carried out, spanning the fields of atmospheric and plasma physics, astronomy, solar physics, material sciences, technology, astrobiology and Earth observations. The Spacelab effort went so well that the mission was extended an additional day to 10 days, making it the longest-duration shuttle flight at that time.
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==STS-13==
[[Image:SMMS repair by STS-41C Astronauts.jpg|thumb|right|250px|Mission Specialists George Nelson and James D. A. van Hoften repair the captured Solar Maximum Mission satellite on 11 April 1984. Credit: NASA STS-13 (STS-41-C) crew.{{tlx|free media}}]]
[[Image:EL-1994-00475.jpeg|thumb|left|250px|The launch of STS-41-C on 6 April 1984 is shown. Credit: NASA.{{tlx|free media}}]]
[[Image:STS-41-C-LDEF-deploy-small.jpg|thumb|left|250px|The deployed Long Duration Exposure Facility (LDEF) became an important source of information on the small-particle space debris environment. Credit: NASA STS-13 (STS-41-C) crew.{{tlx|free media}}]]
STS-41-C (formerly STS-13) was NASA's eleventh Space Shuttle mission, and the fifth mission of Space Shuttle ''Challenger''.&lt;ref name=Hoften&gt;[http://www.jsc.nasa.gov/history/oral_histories/vanHoftenJD/vanHoftenJDA_12-5-07.pdf James D. A. van Hoften] NASA Johnson Space Center Oral History Project. 5 December 2007 Retrieved 20 July 2013&lt;/ref&gt;&lt;ref name=Hart&gt;[http://www.jsc.nasa.gov/history/oral_histories/HartTJ/HartTJ_4-10-03.pdf Terry J. Hart] NASA Johnson Space Center Oral History Project. April 10, 2003 Retrieved July 20, 2013&lt;/ref&gt;

On the second day of the flight, the LDEF was grappled by the Remote Manipulator System (Canadarm) and successfully released into orbit. Its 57 experiments, mounted in 86 removable trays, were contributed by 200 researchers from eight countries. Retrieval of the passive LDEF was initially scheduled for 1985, but schedule delays and the ''Challenger'' disaster of 1986 postponed the retrieval until 12 January 1990, when ''Columbia'' retrieved the LDEF during STS-32.
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==STS-14==
[[Image:STS-41-D launch August 30, 1984.jpg|thumb|left|250px|The launch of Space Shuttle ''Discovery'' on its first mission on 30 August 1984. Credit: NASA.{{tlx|free media}}]]
[[Image:STS41D-01-021.jpg|thumb|right|250px|View of the OAST-1 solar array on STS-41-D is shown. Credit: NASA STS-14 crew.{{tlx|free media}}]]
STS-41-D (formerly STS-14) was the 12th flight of NASA's Space Shuttle program, and the first mission of Space Shuttle ''Discovery''.

A number of scientific experiments were conducted, including a prototype electrical system of the International Space Station, or extendable solar array, that would eventually form the basis of the main solar arrays on the International Space Station (ISS).

The OAST-1 photovoltaic module (solar array), a device {{cvt|4|m}} wide and {{cvt|31|m}} high, folded into a package {{cvt|18|cm}} deep. The array carried a number of different types of experimental solar cells and was extended to its full height several times during the mission. At the time, it was the largest structure ever extended from a crewed spacecraft, and it demonstrated the feasibility of large lightweight solar arrays for use on future orbital installations, such as the International Space Station (ISS).

A student experiment to study crystal growth in microgravity was also carried out.
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==STS-17==
[[Image:SIR-B Sudbury Impact Crater.jpg|thumb|upright=1.0|right|250px|Sample image was taken using the SIR-B over Canada. Credit: NASA STS-17 crew.{{tlx|free media}}]]
[[Image:STS-41-G SIR-B antenna.jpg|thumb|upright=1.0|left|250px|SIR-B antenna deployment is shown. Credit: NASA STS-17 crew.{{tlx|free media}}]]
STS-41-G (formerly STS-17) was the 13th flight of NASA's Space Shuttle program and the sixth flight of Space Shuttle ''Challenger''. ''Challenger'' launched on 5 October 1984.

The Shuttle Imaging Radar-B (SIR-B) was part of the OSTA-3 experiment package (Spacelab) in the payload bay, which also included the Large Format Camera (LFC) to photograph the Earth, another camera called MAPS which measured air pollution, and a feature identification and location experiment called FILE, which consisted of two TV cameras and two {{cvt|70|mm}} still cameras.

The SIR-B was an improved version of a similar device flown on the OSTA-1 package during STS-2. It had an eight-panel antenna array measuring {{cvt|11|xx|2|m}}. It operated throughout the flight, but much of the data had to be recorded on board the orbiter rather than transmitted to Earth in real-time as was originally planned.

SIR-B radar image of the Sudbury impact structure (elliptical because of deformation by Grenville thrusting) and the nearby Wanapitei crater (lake-filled) formed much later. The partially circular lake-filled structure on the right (east) is the 8 km (5 mi) wide Wanapitei crater, estimated to have formed 34 million years (m.y.) ago. The far larger Sudbury structure (second largest on Earth) appears as a pronounced elliptical pattern, more strongly expressed by the low hills to the north. This huge impact crater, with its distinctive outline, was created about 1800 m.y. ago. Some scientists argue that it was at least 245 km (152 mi) across when it was circular. More than 900 m.y. later strong northwestward thrusting of the Grenville Province terrane against the Superior Province (containing Sudbury) subsequently deformed it into its present elliptical shape (geologists will recognize this as a prime example of the &quot;strain ellipsoid&quot; model). After Sudbury was initially excavated, magmas from deep in the crust invaded the breccia filling, mixing with it and forming a boundary layer against its walls. Some investigators think that the resulting norite rocks are actually melted target rocks. This igneous rock (called an &quot;irruptive&quot;) is host to vast deposits of nickel and copper, making this impact structure a 5 billion dollar source of ore minerals since mining began in the last century.

Payload Specialist Scully-Power, an employee of the U.S. Naval Research Laboratory (NRL), performed a series of oceanography observations during the mission. Garneau conducted a series of experiments sponsored by the Canadian government, called CANEX, which were related to medical, atmospheric, climatic, materials and robotic science. A number of Getaway Special (GAS) canisters, covering a wide variety of materials testing and physics experiments, were also flown.
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==STS-19==

STS-51-A (formerly STS-19) was the 14th flight of NASA's Space Shuttle program, and the second flight of Space Shuttle ''Discovery''. The mission launched from Kennedy Space Center on 8 November 1984, and landed just under eight days later on 16 November 1984.

STS-51-F (also known as Spacelab 2) was the 19th flight of NASA's Space Shuttle program and the eighth flight of Space Shuttle ''Challenger''. It launched from Kennedy Space Center, Florida, on 29 July 1985, and landed just under eight days later on 6 August 1985.

Names: Space Transportation System-19 and Spacelab 2.

==STS-21==

STS-51-D was the 16th flight of NASA's Space Shuttle program, and the fourth flight of Space Shuttle ''Discovery''.&lt;ref name=PressKitit51D&gt;{{cite web |url=http://www.shuttlepresskit.com/STS-51D/STS51D.pdf|title=STS-51D Press Kit|author=NASA|accessdate=December 16, 2009}}&lt;/ref&gt;

''Discovery''s other mission payloads included the Continuous Flow Electrophoresis System III (CFES-III), which was flying for sixth time; two Shuttle Student Involvement Program (SSIP) experiments; the American Flight Echo-cardiograph (AFE); two Getaway specials (GASs); a set of Phase Partitioning Experiments (PPE); an astronomical photography verification test; various medical experiments; and &quot;Toys in Space&quot;, an informal study of the behavior of simple toys in a microgravity environment, with the results being made available to school students upon the shuttle's return.&lt;ref&gt;{{cite web |url=https://www.nasa.gov/mission_pages/shuttle/shuttlemissions/archives/sts-51D.html|title=STS-51D|publisher=NASA|accessdate=January 16, 2018|date=February 18, 2010}}&lt;/ref&gt;

==STS-22==
[[Image:STS-51-B crew in Spacelab.jpg|thumb|right|250px|Space Transportation System-17, Spacelab 3, Overmyer, Lind, van den Berg, and Thornton are in the Spacelab Module LM1 during flight. Credit: STS-22 crew.{{tlx|free media}}]]
[[Image:STS-51B launch.jpg|thumb|upright=1.0|left|250px|Launch of STS-51B is shown. Credit:NASA.{{tlx|free media}}]]
STS-51B was the 17th flight of NASA's Space Shuttle program, and the seventh flight of Space Shuttle ''Challenger''.

STS-51B was the second flight of the European Space Agency (ESA)'s Spacelab pressurized module, and the first with the Spacelab module in a fully operational configuration. Spacelab's capabilities for multi-disciplinary research in microgravity were successfully demonstrated. The gravity gradient attitude of the orbiter proved quite stable, allowing the delicate experiments in materials processing and fluid mechanics to proceed normally. The crew operated around the clock in two 12-hour shifts. Two squirrel monkeys and 24 Brown rats were flown in special cages,&lt;ref&gt;|url=https://web.archive.org/web/20110719061203/http://lis.arc.nasa.gov/lis/Programs/STS/STS_51B/STS_51B.html|date=July 19, 2011&lt;/ref&gt; the second time American astronauts flew live non-human mammals aboard the shuttle. The crew members in orbit were supported 24 hours a day by a temporary Payload Operations Control Center, located at the Johnson Space Center.

On the mission, Spacelab carried 15 primary experiments, of which 14 were successfully performed. Two Getaway Special (GAS) experiments required that they be deployed from their canisters, a first for the program. These were NUSAT (Northern Utah Satellite) and GLOMR (Global Low Orbiting Message Relay satellite). NUSAT deployed successfully, but GLOMR did not deploy, and was returned to Earth.
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==STS-23==
[[Image:STS-51-G Morelos 1 deployment.jpg|thumb|right|250px|Mexico's Morelos satellite deploys from Discovery's payload bay. Credit: NASA STS-23 crew.{{tlx|free media}}]]
[[Image:STS-51-G Spartan 1.jpg|thumb|left|250px|Spartan 1 is shown after deployment on STS-51-G. Credit: NASA STS-23 crew.{{tlx|free media}}]]
STS-51-G was the 18th flight of NASA's Space Shuttle program, and the fifth flight of Space Shuttle ''Discovery''.

The SPARTAN-1 (Shuttle Pointed Autonomous Research Tool for AstroNomy) a deployable/retrievable carrier module, was designed to be deployed from the orbiter and fly free in space before being retrieved. SPARTAN-1 included {{cvt|140|kg}} of astronomy experiments. It was deployed and operated successfully, independent of the orbiter, before being retrieved. ''Discovery'' furthermore carried an experimental materials-processing furnace, two French biomedical experiments (French Echocardiograph Experiment (FEE) and French Postural Experiment (FPE)),&lt;ref name=SF51G&gt;{{cite web|title=STS-51G|url=http://spacefacts.de/mission/english/sts-51g.htm|publisher=Spacefacts|accessdate=23 January 2021}}&lt;/ref&gt; and six Getaway Special (GAS) experiments, which were all successfully performed, although the GO34 Getaway Special shut down prematurely. This mission was also the first flight test of the OEX advanced autopilot which gave the orbiter capabilities above and beyond those of the baseline system.

The mission's final payload element was a High Precision Tracking Experiment (HPTE) for the Strategic Defense Initiative (SDI) (nicknamed &quot;Star Wars&quot;); the HPTE successfully deployed on orbit 64.
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==STS-24==
[[Image:STS-51-F shuttle.jpg|thumb|upright=1.0|left|250px|Aborted launch attempt is at T-3 seconds on 12 July 1985. Credit: NASA.{{tlx|free media}}]]
[[Image:STS-51-F Plasma Diagnostics Package.jpg|thumb|upright=1.0|right|250px|The Plasma Diagnostics Package (PDP) is grappled by the Canadarm. Credit: NASA STS-24 crew.{{tlx|free media}}]]
[[Image:Isabella lake STS51F-42-34.jpg|thumb|upright=1.0|right|250px|A view of the Sierra Nevada mountains and surroundings from Earth orbit was taken on the STS-51-F mission. Credit: NASA STS-24 crew.{{tlx|free media}}]]
STS-51-F (also known as Spacelab 2) was the 19th flight of NASA's Space Shuttle program and the eighth flight of Space Shuttle ''Challenger''.

STS-51-F's primary payload was the laboratory module Spacelab 2. A special part of the modular Spacelab system, the &quot;Spacelab igloo&quot;, which was located at the head of a three-pallet train, provided on-site support to instruments mounted on pallets. The main mission objective was to verify performance of Spacelab systems, determine the interface capability of the orbiter, and measure the environment created by the spacecraft. Experiments covered life sciences, plasma physics, astronomy, high-energy astrophysics, solar physics, atmospheric physics and technology research. Despite mission replanning necessitated by ''Challenger''s abort to orbit trajectory, the Spacelab mission was declared a success.

The flight marked the first time the European Space Agency (ESA) Instrument Pointing System (IPS) was tested in orbit. This unique pointing instrument was designed with an accuracy of one arcsecond. Initially, some problems were experienced when it was commanded to track the Sun, but a series of software fixes were made and the problem was corrected. In addition, Anthony W. England became the second amateur radio operator to transmit from space during the mission.

The Plasma Diagnostics Package (PDP), which had been previously flown on STS-3, made its return on the mission, and was part of a set of plasma physics experiments designed to study the Earth's ionosphere. During the third day of the mission, it was grappled out of the payload bay by the Remote Manipulator System (Canadarm) and released for six hours.&lt;ref name=report&gt;{{cite web|title=STS-51F National Space Transportation System Mission Report|url=https://www.scribd.com/doc/52621059/STS-51F-National-Space-Transportation-System-Mission-Report|publisher=NASA Lyndon B. Johnson Space Center|accessdate=March 1, 2014|page=2|date=September 1985}}&lt;/ref&gt; During this time, ''Challenger'' maneuvered around the PDP as part of a targeted proximity operations exercise. The PDP was successfully grappled by the Canadarm and returned to the payload bay at the beginning of the fourth day of the mission.&lt;ref name=report/&gt;

In an experiment during the mission, thruster rockets were fired at a point over Tasmania and also above Boston to create two &quot;holes&quot; – plasma depletion regions – in the ionosphere. A worldwide group collaborated with the observations made from Spacelab 2.&lt;ref&gt;{{cite web|url=http://harveycohen.net/essex/index.htm|title=Elizabeth A. Essex-Cohen Ionospheric Physics Papers |date=2007|accessdate=5 February 2022}}&lt;/ref&gt;
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==STS-26==
[[Image:Return_to_Flight_Launch_of_Discovery_-_GPN-2000-001871.jpg|thumb|upright=1.0|left|250px|''Discovery'' lifts off from KSC, the first shuttle mission after the Challenger disaster. Credit: NASA.{{tlx|free media}}]]
[[Image:ISD highres STS026 STS026-43-82.JPG|thumb|right|250px|This 70mm southward-looking view over the Pacific Ocean features the Hawaiian Islands chain. Credit: NASA STS-26 crew.{{tlx|free media}}]]
[[Image:EFS highres STS026 STS026-43-98.JPG|thumb|right|250px|Chad is photographed from orbit on STS-26. Credit: NASA STS-26 crew.{{tlx|free media}}]]
[[Image:EFS highres STS026 STS026-42-23.JPG|thumb|right|250px|Jebel Marra, Sudan, is photographed from Discovery, STS-26. Credit: NASA STS-26 crew.{{tlx|free media}}]]
The materials processing experiments included two Shuttle Student Involvement Projects, one on titanium grain formation and the other on controlling crystal growth with a membrane. Another materials science experiment, the Physical Vapor Transport of Organic Solids-2 (PVTOS-2), was a joint project of NASA's Office of Commercial Programs and the 3M company.

Three life sciences experiments were conducted, including one on the aggregation of red blood cells, intended to help determine if microgravity can play a beneficial role in clinical research and medical diagnostic tests. Two further experiments involved atmospheric sciences, while one was in communications research.

* Physical Vapor Transport of Organic Solids (PVTOS-2)
* Protein Crystal Growth (PCG)
* Infrared Communications Flight Experiment (IRCFE)
* Aggregation of Red Blood Cells (ARC)
* Isoelectric Focusing Experiment (IFE)
* Mesoscale Lightning Experiment (MLE)
* Phase Partitioning Experiment (PPE)
* Earth-Limb Radiance Experiment (ELRAD)
* Automated Directional Solidification Furnace (ADSF)
* Two Shuttle Student Involvement Program (SSIP) experiments
* Voice Control Unit test and evaluation (VCU)

The Hawaiian Islands shown in the image on the right perturb the prevailing northeasterly winds producing extensive cloud wakes in the lee of the islands. The atmospheric haze in the Hawaii wake is probably a result of the continuing eruptions of Kilauea volcano on the southeast coast. From the lower right corner in a diagonal directed upward to the north are the islands of Nihau (1), Kauai (2), Oahu (3), Molokai (4), Lanai (5), Maui (6), Kahoolawe (7), and Hawaii (8).

==STS-43==
[[Image:STS-43 Launch - GPN-2000-000731.jpg|thumb|upright=1.0|left|250px|Launch shows Space Shuttle ''Atlantis'' from the Kennedy Space Center. Credit: NASA.{{tlx|free media}}]]
[[Image:Sts-43crew.jpg|thumb|upright=1.0|right|250px|Crew members pose for on-orbit portrait in the middeck of ''Atlantis''. Credit: NASA STS-43 crew.{{tlx|free media}}]]
STS-43, the ninth mission for Space Shuttle ''Atlantis'', was a nine-day mission to test an advanced heatpipe radiator for potential use on the then-future space station, conduct a variety of medical and materials science investigations, and conduct astronaut photography of Earth.

On the left, the Space Shuttle ''Atlantis'' streaks skyward as sunlight pierces through the gap between the orbiter and ET assembly. ''Atlantis'' lifted off on the 42nd space shuttle flight at 11:02 a.m. EDT on August 2, 1991 carrying a crew of five and TDRS-E. A remote camera at the 275-foot level of the Fixed Surface Structure took this picture.

STS-43 crewmembers pose for on-orbit (in space) portrait on the middeck of ''Atlantis'', Orbiter Vehicle (OV) 104. At the left side of the frame are the forward lockers and at the right is the open airlock hatch. In between and in front of the starboard wall-mounted sleep restraints are (left to right) Mission Specialist (MS) G. David Low, MS Shannon W. Lucid, MS James C. Adamson, Commander John E. Blaha, and Pilot Michael A. Baker.
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==Reflections==
{{main|Radiation astronomy/Reflections}}
[[Image:Ash and Steam Plume, Soufriere Hills Volcano, Montserrat.jpg|thumb|right|250px|This oblique astronaut photograph from the International Space Station (ISS) captures a white-to-grey volcanic ash and steam plume extending westwards from the Soufriere Hills volcano. Credit: NASA Expedition 21 crew.{{tlx|free media}}]]
The Soufrière Hills, a volcano on the island of Montserrat, in the Lesser Antilles island chain in the Caribbean Sea, has been active since 1995. The most recent eruptive phase of the volcano began with a short swarm of volcano-tectonic earthquakes—earthquakes thought to be caused by movement of magma beneath a volcano—on October 4, 2009, followed by a series of ash-venting events that have continued through October 13, 2009. These venting events create plumes that can deposit ash at significant distances from the volcano. In addition to ash plumes, pyroclastic flows and lava dome growth have been reported as part of the current eruptive activity.

This oblique astronaut photograph from the International Space Station (ISS) captures a white-to-gray ash and steam plume extending westwards from the volcano on October 11, 2009. Oblique images are taken by astronauts looking out from the ISS at an angle, rather than looking straight downward toward the Earth (a perspective called a nadir view), as is common with most remotely sensed data from satellites. An oblique view gives the scene a more three-dimension quality, and provides a look at the vertical structure of the volcanic plume.

While much of the island is covered in green vegetation, gray deposits that include pyroclastic flows and volcanic mudflows (lahars) are visible extending from the volcano toward the coastline. When compared to its extent in earlier views, the volcanic debris has filled in more of the eastern coastline. Urban areas are visible in the northern and western portions of the island; they are recognizable by linear street patterns and the presence of bright building rooftops. The silver-gray appearance of the Caribbean Sea surface is due to sunglint, which is the mirror-like reflection of sunlight off the water surface back towards the handheld camera onboard the ISS. The sunglint highlights surface wave patterns around the island.
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==Visuals==
{{main|Radiation astronomy/Visuals}}
[[Image:El Misti Volcano and Arequipa, Peru.jpg|thumb|right|250px|This mosaic of two astronaut photographs illustrates the closeness of Arequipa, Peru, to the 5,822-meter-high El Misti Volcano. Credit: This image was taken by the NASA Expedition 21 crew.{{tlx|free media}}]]
This mosaic on the right of two astronaut photographs illustrates the closeness of Arequipa, Peru, to the 5,822-meter-high El Misti Volcano. The city centre of Arequipa, Peru, lies only 17 kilometres away from the summit of El Misti; the grey urban area is bordered by green agricultural fields (image left). Much of the building stone for Arequipa, known locally as sillar, is quarried from nearby pyroclastic flow deposits that are white. Arequipa is known as “the White City” because of the prevalence of this building material. The Chili River extends north-eastwards from the city centre and flows through a canyon (image right) between El Misti volcano and Nevado Chachani to the north.
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==Blues==
{{main|Radiation astronomy/Blues}}
[[Image:Ifalik ISS021.png|thumb|right|250px|NASA astronaut image is of Ifalik Atoll, Yap State, Federated States of Micronesia. Credit: ISS Expedition 21 Crew Earth Observations.{{tlx|free media}}]]
Ifalik is a coral atoll of four islands in the central Caroline Islands in the Pacific Ocean, and forms a legislative district in Yap State in the Federated States of Micronesia. Ifalik is located approximately {{convert|40|km|mi}} east of Woleai and {{convert|700|km|mi}} southeast of the island of Yap. The population of Ifalik was 561 in 2000,&lt;ref&gt;{{cite web|website=The Pacific Community|url=https://web.archive.org/web/20100924233537/http://www.spc.int/prism/country/fm/stats/Census%20%26%20Surveys/2000/Yap-BT.pdf
|title=Census &amp; Surveys: 2000: Yap|accessdate=4 September 2020}}&lt;/ref&gt; living on 1.5&amp;nbsp;km&lt;sup&gt;2&lt;/sup&gt;. The primary islets of Ifalik are called Ella, Elangelap, Rawaii, and Falalop, which is the atoll's main island.&lt;ref&gt;[http://www.pacificweb.org/DOCS/fsm/Yap2000Census/2000%20Yap%20Census%20Report_Final.pdf Pacificweb]&lt;/ref&gt;

The total land area of Ifalik is only {{convert|1.47 |km2|sqmi}}, but it encloses a {{convert|20|m|ft}} deep lagoon of {{convert|2.43|km2|sqmi}}.&lt;ref&gt;Otis W. Freeman, ed., Geography of the Pacific, Wiley 1953&lt;/ref&gt; The total area is about six square kilometers.&lt;ref&gt;[ftp://rock.geosociety.org/pub/reposit/2001/2001075.pdf Geosociety], January 2020, InternetArchiveBot&lt;/ref&gt;

Ifalik is known as a “warrior island”. Prior to European contact, its warriors invaded the outer islands in Yap as well as some of the outer islands in Chuuk. Atolls under the attack included, Lamotrek, Faraulep, Woleai, Elato, Satawal, Ulithi, and Poluwat (outer islet of Chuuk).
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==Greens==
{{main|Radiation astronomy/Greens}}
[[Image:ISS021-E-15710 Pearl Harbor, Hawaii.jpg|thumb|right|250px|This detailed astronaut photograph illustrates the southern coastline of the Hawaiian island Oahu, including Pearl Harbor. Credit: ISS Expedition 21 Crew Earth Observations.{{tlx|free media}}]]
A comparison between this image and a 2003 astronaut photograph of Pearl Harbor suggests that little observable land use or land cover change has occurred in the area over the past six years. The most significant difference is the presence of more naval vessels in the Reserve Fleet anchorage in Middle Loch (image center). The urban areas of Waipahu, Pearl City, and Aliamanu border the harbor to the northwest, north, and east. The built-up areas, recognizable by linear streets and white rooftops, contrast sharply with the reddish volcanic soils and green vegetation on the surrounding hills.
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==Oranges==
{{main|Radiation astronomy/Oranges}}
[[Image:Northern Savage Island, Atlantic Ocean.jpg|thumb|right|250px|Selvagem Grande, with an approximate area of 4 square kilometres, is the largest of the Savage Islands. Credit: NASA Expedition 21 crew.{{tlx|free media}}]]
[[Image:Ounianga Lakes from ISS.jpg|thumb|left|250px|This astronaut photograph features one of the largest of a series of ten mostly fresh water lakes in the Ounianga Basin in the heart of the Sahara Desert of northeastern Chad. Credit: NASA Expedition 21 crew.{{tlx|free media}}]]
[[Image:Southern Savage Islands, Atlantic Ocean.jpg|thumb|right|250px|The irregularly-shaped Ilhéus do Norte, Ilhéu de Fora, and Selvagem Pequena are visible in the centre of the image. Credit: NASA Expedition 21 crew.{{tlx|free media}}]]
Selvagem Grande Island is part of the Savage Islands archipelago, which themselves are part of the Portuguese Autonomous Region of Madeira in the North Atlantic Ocean.

The island ({{convert|2000|x|1700|m}}) belongs to the northeast group of the Savage Islands, which comprises in addition three islets: Sinho Islet, Palheiro de Terra and Palheiro do Mar.&lt;ref name=&quot;NatGeoReport&quot; /&gt;

It is generally flat, but has three summits, remnants of former volcanic cones appropriately named Atalaia, Tornozelos and Inferno, Atalaia being the highest of the three, reaching {{convert|163|m|ft|0|abbr=on}} in altitude.&lt;ref name=&quot;NatGeoReport&quot;&gt;{{cite web |title=Marine Biodiversity and Ecosystem Health of Ilhas Selvagens, Portugal |url=https://media.nationalgeographic.org/assets/file/PristineSeasSelvagensScientificReport.pdf |publisher=National Geographic Society |accessdate=4 November 2020}}&lt;/ref&gt;

The lakes in the image on the left are remnants of a single large lake, probably tens of kilometers long, that once occupied this remote area approximately 14,800 to 5,500 years ago. As the climate dried out during the subsequent millennia, the lake shrank, and large, wind-driven sand dunes invaded the original depression, dividing it into several smaller basins.
The area shown in this image is approximately 11 by 9 kilometers. The lakes’ dark surfaces are almost completely segregated by linear, orange sand dunes that stream into the depression from the northeast. The almost-year-round northeast winds and cloudless skies make for very high evaporation rates; an evaporation rate of more than 6 meters per year has been measured in one of the nearby lakes. Despite this, only one of the ten lakes is saline.

In the second image down on the right, the other Savage islands are ringed by bright white breaking waves along the fringing beaches.
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==Reds==
{{main|Radiation astronomy/Reds}}
[[Image:Ankara, Turkey.jpg|thumb|right|250px|The central portion of the capital city of Turkey, Ankara, is featured in this astronaut photograph. Credit: NASA Expedition 19 crew.{{tlx|free media}}]]
The central portion of the capital city of Turkey, Ankara, is featured in this astronaut photograph. Hill slopes around the city (image left and right) are fairly green due to spring rainfall. One of the most striking aspects of the urban area is the almost uniform use of red brick roofing tiles, which contrast with lighter-coloured roads; the contrast is particularly evident in the northern (image lower left) and southern (image upper right) portions of the city. Numerous parks are visible as green patches interspersed within the red-roofed urban region. A region of cultivated fields in the western portion of the city (image centre) is a recreational farming area known as the Atatürk Forest Farm and Zoo—an interesting example of intentional preservation of a former land use within an urban area.
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==Capes==
[[Image:Cape canaveral.jpg|thumb|right|250px|Cape Canaveral, Florida, and the NASA John F. Kennedy Space Center are shown in this near-vertical photograph. Credit: NASA STS-43 crew.{{tlx|free media}}]]
'''Def.''' a &quot;piece or point of land, extending beyond the adjacent coast into a sea or lake&quot;&lt;ref name=CapeWikt&gt;{{ cite book
|title=cape
|publisher=Wikimedia Foundation, Inc
|location=San Francisco, California
|date=15 December 2014
|url=https://en.wiktionary.org/wiki/cape
|accessdate=2014-12-20 }}&lt;/ref&gt; is called a '''cape'''.
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==Coastlines==
[[Image:Dalmatian Coastline near Split, Croatia.jpg|thumb|right|250px|Dalmatian Coastline near Split, Croatia, is shown. Credit: NASA Expedition 19 crew.{{tlx|free media}}]]
In this image on the right, a thin zone of disturbed water (tan patches) marking a water boundary appears in the Adriatic Sea between Split and the island of Brač. It may be a plankton bloom or a line of convergence between water masses, which creates rougher water.
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==Craters==
{{main|Radiation astronomy/Craters}}
[[Image:ISS020-E-026195 Aorounga Impact Crater Chad.jpg|thumb|right|250px|The concentric ring structure of the Aorounga crater—renamed Aorounga South in the multiple-crater interpretation of SIR data—is clearly visible in this detailed astronaut photograph. Credit: NASA Expedition 20 crew.{{tlx|free media}}]]
[[Image:Mount Tambora Volcano, Sumbawa Island, Indonesia.jpg|thumb|left|250px|This detailed astronaut photograph depicts the summit caldera of the Mount Tambora. Credit: NASA ISS Expedition 20 crew.{{tlx|free media}}]]
The concentric ring structure of the Aorounga crater—renamed Aorounga South in the multiple-crater interpretation of SIR data—is clearly visible in this detailed astronaut photograph on the right. The central highland, or peak, of the crater is surrounded by a small sand-filled trough; this in turn is surrounded by a larger circular trough. Linear rock ridges alternating with light orange sand deposits cross the image from upper left to lower right; these are called yardangs by geomorphologists. Yardangs form by wind erosion of exposed rock layers in a unidirectional wind field. The wind blows from the northeast at Aorounga, and sand dunes formed between the yardangs are actively migrating to the southwest.

Aorounga Impact Crater is located in the Sahara Desert, in north-central Chad, and is one of the best preserved impact structures in the world. The crater is thought to be middle or upper Devonian to lower Mississippian (approximately 345–370 million years old) based on the age of the sedimentary rocks deformed by the impact. Spaceborne Imaging Radar (SIR) data collected in 1994 suggests that Aorounga is one of a set of three craters formed by the same impact event. The other two suggested impact structures are buried by sand deposits.

The concentric ring structure of the Aorounga crater—renamed Aorounga South in the multiple-crater interpretation of SIR data—is clearly visible in this detailed astronaut photograph. The central highland, or peak, of the crater is surrounded by a small sand-filled trough; this in turn is surrounded by a larger circular trough. Linear rock ridges alternating with light orange sand deposits cross the image from upper left to lower right; these are called yardangs by geomorphologists. Yardangs form by wind erosion of exposed rock layers in a unidirectional wind field. The wind blows from the northeast at Aorounga, and sand dunes formed between the yardangs are actively migrating to the southwest.
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==Glaciology==
{{main|Radiation astronomy/Cryometeors}}
[[Image:Upsala Glacier, Argentina.jpg|thumb|right|250px|The Southern Patagonian Icefield of Argentina and Chile is the southern remnant of the Patagonia Ice Sheet that covered the southern Andes Mountains during the last ice age. Credit: NASA Expedition 21 crew.{{tlx|free media}}]]
The Southern Patagonian Icefield of Argentina and Chile is the southern remnant of the Patagonia Ice Sheet that covered the southern Andes Mountains during the last ice age. This detailed astronaut photograph on the right illustrates the terminus of one of the ice-field’s many spectacular glaciers—Upsala Glacier, located on the eastern side of the ice-field.

This image was taken during spring in the Southern Hemisphere, and icebergs were calving from the glacier terminus into the waters of Lago Argentino (Lake Argentina, image right). Two icebergs are especially interesting because they retain fragments of the moraine (rock debris) that forms a dark line along the upper surface of the glacier. The inclusion of the moraine illustrates how land-based rocks and sediment may wind up in ocean sediments far from shore.

Moraines are formed from rock and soil debris that accumulate along the front and sides of a flowing glacier. The glacier is like a bulldozer that pushes soil and rock in front of it, leaving debris on either side. When two glaciers merge (image centre), moraines along their edges can join to form a medial moraine that is drawn out along the upper surface of the new glacier.
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==Lakes==
[[Image:STS001-012-0363 - View of China (Retouched).tif|thumb|right|250px|View shows the lake Jieze Caka in Tibet. Credit: NASA STS-1 crew, [[c:user:Askeuhd|Askeuhd]].{{tlx|free media}}]]
[[Image:STS002-13-274 - View of China.jpg|thumb|left|250px|The image shows Bangong Lake in Himalaya, China. Credit: STS-2 crew.{{tlx|free media}}]]
'''Def.''' a &quot;large, [landlocked]&lt;ref name=LakeWikt1&gt;{{ cite book
|author=[[wikt:User:Paul G|Paul G]]
|title=lake
|publisher=Wikimedia Foundation, Inc
|location=San Francisco, California
|date=15 December 2003
|url=https://en.wiktionary.org/wiki/lake
|accessdate=15 July 2022 }}&lt;/ref&gt; stretch of water&quot;&lt;ref name=LakeWikt&gt;{{ cite book
|author=[[wikt:User:Polyglot|Polyglot]]
|title=lake
|publisher=Wikimedia Foundation, Inc
|location=San Francisco, California
|date=11 July 2003
|url=https://en.wiktionary.org/wiki/lake
|accessdate=15 July 2022 }}&lt;/ref&gt; is called a '''lake'''.

The image on the right show the Tibetan plateau containing lake Jieze Caka.
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==Mountains==
[[Image:Saint Helena Island.jpg|thumb|250px|right|This astronaut photograph shows the island’s sharp peaks and deep ravines; the rugged topography results from erosion of the volcanic rocks that make up the island. Credit: NASA Expedition 19 crew.{{tlx|free media}}]]
'''Def.''' a &quot;large mass of earth and rock, rising above the common level of the earth or adjacent land, usually given by geographers as above 1000 feet in height (or 304.8 metres), though such masses may still be described as hills in comparison with larger mountains&quot;&lt;ref name=MountainWikt&gt;{{ cite book
|author=[[wikt:User:92.7.198.35|92.7.198.35]]
|title=mountain
|publisher=Wikimedia Foundation, Inc
|location=San Francisco, California
|date=9 January 2011
|url=https://en.wiktionary.org/wiki/mountain
|accessdate=2014-12-14 }}&lt;/ref&gt; is called a '''mountain'''.

The image on the right was acquired by astronauts onboard the International Space Station as part of an ongoing effort (the HMS Beagle Project) to document current biodiversity in areas visited by Charles Darwin.

Saint Helena Island, located in the South Atlantic Ocean approximately 1,860 kilometers (1,156 miles) west of Africa, was one of the many isolated islands that naturalist Charles Darwin visited during his scientific voyages in the nineteenth century. He visited the island in 1836 aboard the HMS Beagle, recording observations of the plants, animals, and geology that would shape his theory of evolution.

The astronaut photograph shows the island’s sharp peaks and deep ravines; the rugged topography results from erosion of the volcanic rocks that make up the island. The change in elevation from the coast to the interior creates a climate gradient. The higher, wetter center is covered with green vegetation, whereas the lower coastal areas are drier and hotter, with little vegetation cover. Human presence on the island has also caused dramatic changes to the original plants and animals of the island. Only about 10 percent of the forest cover observed by the first explorers now remains in a semi-natural state, concentrated in the interior highlands.
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==Rock structures==
{{main|Radiation astronomy/Rocks}}
[[Image:Big Thomson Mesa, Capitol Reef National Park, Utah.jpg|thumb|right|250px|This detailed astronaut photograph shows part of Big Thomson Mesa, near the southern end of Capitol Reef National Park. Credit: NASA Expedition 20 crew.{{tlx|free media}}]]
This detailed astronaut photograph on the right shows part of Big Thomson Mesa, near the southern end of Capitol Reef National Park. Capitol Reef National Park is located on the Colorado Plateau, which occupies the adjacent quarters of Arizona, Colorado, New Mexico, and Utah. Big Thomson Mesa (image left) is part of a large feature known as the en:Waterpocket Fold. The Fold is a geologic structure called a monocline—layers of generally flat-lying sedimentary rock with a steep, one-sided bend, like a carpet runner draped over a stair step. Geologists think that monoclines on the Colorado Plateau result from faulting (cracking) of deeper and more brittle crystalline rocks under tectonic pressure; while the crystalline rocks were broken into raised or lowered blocks, the overlaying, less brittle sedimentary rocks were flexed without breaking.

The portion of the Waterpocket Fold illustrated in this image includes layered rocks formed during the Mesozoic Era (about 250 – 65 million years ago). The oldest layers are at the bottom of the sequence, with each successive layer younger than the preceding one going upwards in the sequence. Not all of the formation’s rock layers are clearly visible, but some of the major layers (units to geologists) can be easily distinguished. The top half of the image includes the oldest rocks in the view: dark brown and dark green Moenkopi and Chinle Formations. Moving toward the foot of the mesa, two strikingly coloured units are visible near image centre: light red to orange Wingate Sandstone and white Navajo Sandstone. Beyond those units, reddish brown to brown Carmel Formation and Entrada Sandstone occupy a topographic bench at the foot of a cliff. The top of the cliff face above this bench—Big Thomson Mesa—is comprised of brown Dakota Sandstone. This sequence represents more than 100 million years of sediments being deposited and turned into rock. Much younger Quaternary (2-million- to approximately 10,000-year-old) deposits are also present in the view.

The area shown in this astronaut photograph is located approximately 65 kilometers to the southeast of Fruita, UT near the southern end of Capitol Reef National Park.
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==Volcanoes==
[[Image:Mount Hood, Oregon.jpg|thumb|right|250px|Gray volcanic deposits from Mount Hood extend southwards along the banks of the White River (image lower left). Credit: NASA Expedition 20 crew.{{tlx|free media}}]]
[[Image:Teide Volcano, Canary Islands, Spain.jpg|thumb|left|250px|This detailed astronaut photograph features two stratovolcanoes—Pico de Teide and Pico Viejo—located on Tenerife Island. Credit: NASA Expedition 20 crew.{{tlx|free media}}]]
Gray volcanic deposits extend southwards along the banks of the White River (image lower left) and form several prominent ridges along the south-east to south-west flanks of the volcano. The deposits contrast sharply with the green vegetation on the lower flanks of the volcano. North is to the right.

The detailed astronaut photograph on the left features two stratovolcanoes—Pico de Teide and Pico Viejo—located on Tenerife Island, part of the Canary Islands of Spain. Stratovolcanoes are steep-sided, typically conical volcanoes formed by interwoven layers of lava and fragmented rock material from explosive eruptions. Pico de Teide has a relatively sharp peak, whereas an explosion crater forms the summit of Pico Viejo. The two stratovolcanoes formed within an even larger volcanic structure known as the Las Cañadas caldera. A caldera is a large collapse depression usually formed when a major eruption completely empties the magma chamber underlying a volcano. The last eruption of Teide occurred in 1909. Sinuous flow levees marking individual lava flows are perhaps the most striking volcanic features visible in the image. Flow levees are formed when the outer edges of a channelized lava flow cool and harden while the still-molten interior continues to flow downhill. Numerous examples radiate outwards from the peaks of both Pico de Teide and Pico Viejo. Brown to tan overlapping lava flows and domes are visible to the east-south-east of the Teide stratovolcano.
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==See also==
{{div col|colwidth=20em}}
* [[Radiation astronomy/Gravitationals|Gravitational astronomy]]
* [[Radiation astronomy/Infrareds|Infrared astronomy]]
* [[Radiation astronomy/Radars|Radar astronomy]]
* [[Radio astronomy]]
* [[Submillimeter astronomy]]
* [[Radiation astronomy/Superluminals|Superluminal astronomy]]
{{Div col end}}

==References==
{{reflist|2}}

==External links==
* [http://www.iau.org/ International Astronomical Union]
* [http://nedwww.ipac.caltech.edu/ NASA/IPAC Extragalactic Database - NED]
* [http://nssdc.gsfc.nasa.gov/ NASA's National Space Science Data Center]
* [http://www.ncbi.nlm.nih.gov/sites/gquery NCBI All Databases Search]
* [http://www.osti.gov/ Office of Scientific &amp; Technical Information]
* [http://www.ncbi.nlm.nih.gov/pccompound PubChem Public Chemical Database]
* [http://www.adsabs.harvard.edu/ The SAO/NASA Astrophysics Data System]
* [http://www.scirus.com/srsapp/advanced/index.jsp?q1= Scirus for scientific information only advanced search]
* [http://cas.sdss.org/astrodr6/en/tools/quicklook/quickobj.asp SDSS Quick Look tool: SkyServer]
* [http://simbad.u-strasbg.fr/simbad/ SIMBAD Astronomical Database]
* [http://simbad.harvard.edu/simbad/ SIMBAD Web interface, Harvard alternate]
* [http://nssdc.gsfc.nasa.gov/nmc/SpacecraftQuery.jsp Spacecraft Query at NASA]
* [http://heasarc.gsfc.nasa.gov/cgi-bin/Tools/convcoord/convcoord.pl Universal coordinate converter]

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[[Category:Spaceflight]]</text>
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      <comment>/* STS-26 */</comment>
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      <text bytes="106559" xml:space="preserve">&lt;imagemap&gt;
File:Space station size comparison.svg|270px|thumb|[[File:interactive icon.svg|left|18px|link=|The image above contains clickable links|alt=The image above contains clickable links]] Size comparisons between current and past space stations as they appeared most recently. Solar panels in blue, heat radiators in red. Note that stations have different depths not shown by silhouettes. Credit: [[w:user:Evolution and evolvability|Evolution and evolvability]].{{tlx|free media}}
rect 0   0   550 420  [[International Space Station]]
rect 550 0   693 420  [[Tiangong Space Station]]
rect 0   420 260 700  [[Mir]]
rect 260 420 500 700  [[Skylab]]
rect 500 420 693 700  [[Tiangong-2]]
rect 0   700 160 921  [[Salyut 1]]
rect 160 700 280 921  [[Salyut 2]]
rect 280 700 420 921  [[Salyut 4]]
rect 420 700 550 921  [[Salyut 6]]
rect 550 700 693 921  [[Salyut 7]]
&lt;/imagemap&gt;
'''Def.''' a &quot;manned [crewed] artificial satellite designed for long-term habitation, research, etc.&quot;&lt;ref name=SpaceStationWikt&gt;{{ cite book
|author=[[wikt:User:SemperBlotto|SemperBlotto]]
|title=space station
|publisher=Wikimedia Foundation, Inc
|location=San Francisco, California
|date=20 June 2005
|url=https://en.wiktionary.org/wiki/space_station
|accessdate=6 July 2022 }}&lt;/ref&gt; is called a '''space station'''.

'''Def.''' &quot;a space station, generally constructed for one purpose, that orbits a celestial body such as a planet, asteroid, or star&quot;&lt;ref name=OrbitalPlatform&gt;{{ cite web
|author=Roberts
|title=Orbital platform
|publisher=Roberts Space Industries
|location=
|date=2021
|url=https://robertsspaceindustries.com/galactapedia/article/box5vnAx5w-orbital-platform
|accessdate=6 July 2022 }}&lt;/ref&gt; is called an '''orbital platform'''.
{{clear}}

==International Space Station==
[[Image:STS-134 International Space Station after undocking.jpg|thumb|right|250px|The International Space Station is featured in this image photographed by an STS-134 crew member on the space shuttle Endeavour after the station and shuttle began their post-undocking relative separation. Credit: NASA.{{tlx|free media}}]]
[[Image:ISS August06.jpg|thumb|left|250px|The Space Shuttle Endeavor crew captured this shot of the International Space Station (ISS) against the backdrop of Planet Earth. Credit: NASA.{{tlx|free media}}]]
[[Image:539956main ISS466.jpg|thumb|right|250px|The MISSE are usually loaded on the outside of International Space Station. The inset image shows where. Credit: NASA.{{tlx|fairuse}}]]
[[Image:STS-134 the starboard truss of the ISS with the newly-installed AMS-02.jpg|thumb|left|250px|In this image, the Alpha Magnetic Spectrometer-2 (AMS-02) is visible at center left on top of the starboard truss of the International Space Station. Credit: STS-134 crew member and NASA.{{tlx|free media}}]]
[[Image:Nasasupports.jpg|thumb|right|250px|This is a computer-generated image of the Extreme Universe Space Observatory (EUSO) as part of the Japanese Experiment Module (JEM) on the International Space Station (ISS). Credit: JEM-EUSO, Angela Olinto.{{tlx|fairuse}}]]
[[Image:BBND1.jpg|thumb|right|250px|This image shows a Bonner Ball Neutron Detector which is housed inside the small plastic ball when the top is put back on. Credit: NASA.{{tlx|free media}}]]
On the right is the International Space Station after the undocking of STS-134 Space Shuttle.

The Space Shuttle Endeavor crew captured this shot [on the left] of the International Space Station (ISS) against the backdrop of Planet Earth.

&quot;Since 2001, NASA and its partners have operated a series of flight experiments called Materials International Space Station Experiment, or MISSE [on the second right]. The objective of MISSE is to test the stability and durability of materials and devices in the space environment.&quot;&lt;ref name=Sheldon&gt;{{ cite book
|author=Sheldon
|title=Materials: Out of This World
|publisher=NASA News
|location=Washington DC USA
|date=April 29, 2011
|url=http://spacestationinfo.blogspot.com/2011_04_01_archive.html
|accessdate=2014-01-08 }}&lt;/ref&gt;

The '''Alpha Magnetic Spectrometer''' on the second left is designed to search for various types of unusual matter by measuring cosmic rays.

The '''Extreme Universe Space Observatory''' ('''EUSO''') [on the third right] is the first Space mission concept devoted to the investigation of cosmic rays and neutrinos of [[w:Ultra-high-energy cosmic ray|extreme energy]] ({{nowrap|E &gt; {{val|5|e=19|u=eV}}}}). Using the Earth's atmosphere as a giant detector, the detection is performed by looking at the streak of [[w:fluorescence|fluorescence]] produced when such a particle interacts with the Earth's atmosphere.

The Space Environment Data Acquisition equipment-Attached Payload (SEDA-AP) aboard the Kibo (International Space Station module) measures neutrons, plasma, heavy ions, and high-energy light particles in ISS orbit.

On the lower right is a Bonner Ball Neutron Detector &quot;BBND ... determined that galactic cosmic rays were the major cause of secondary neutrons measured inside ISS. The neutron energy spectrum was measured from March 23, 2001 through November 14, 2001 in the U.S. Laboratory Module of the ISS. The time frame enabled neutron measurements to be made during a time of increased solar activity (solar maximum) as well as observe the results of a solar flare on November 4, 2001.&quot;&lt;ref name=Choy&gt;{{ cite book
|author=Tony Choy
|title=Bonner Ball Neutron Detector (BBND)
|publisher=NASA
|location=Johnson Space Center, Human Research Program, Houston, TX, United States
|date=July 25, 2012
|url=http://www.nasa.gov/mission_pages/station/research/experiments/BBND.html
|accessdate=2012-08-17 }}&lt;/ref&gt;

&quot;Bonner Ball Neutron Detector (BBND) [shown with its cap off] measures neutron radiation (low-energy, uncharged particles) which can deeply penetrate the body and damage blood forming organs. Neutron radiation is estimated to be 20 percent of the total radiation on the International Space Station (ISS). This study characterizes the neutron radiation environment to develop safety measures to protect future ISS crews.&quot;&lt;ref name=Choy&gt;{{ cite book
|author=Tony Choy
|title=Bonner Ball Neutron Detector (BBND)
|publisher=NASA
|location=Johnson Space Center, Human Research Program, Houston, TX, United States
|date=July 25, 2012
|url=http://www.nasa.gov/mission_pages/station/research/experiments/BBND.html
|accessdate=2012-08-17 }}&lt;/ref&gt;

Six BBND detectors were distributed around the International Space Station (ISS) to allow data collection at selected points.

&quot;The six BBND detectors provided data indicating how much radiation was absorbed at various times, allowing a model of real-time exposure to be calculated, as opposed to earlier models of passive neutron detectors which were only capable of providing a total amount of radiation received over a span of time. Neutron radiation information obtained from the Bonner Ball Neutron Detector (BBND) can be used to develop safety measures to protect crewmembers during both long-duration missions on the ISS and during interplanetary exploration.&quot;&lt;ref name=Choy/&gt;

&quot;The Bonner Ball Neutron Detector (BBND) developed by Japan Aerospace and Exploration Agency (JAXA) was used inside the International Space Station (ISS) to measure the neutron energy spectrum. It consisted of several neutron moderators enabling the device to discriminate neutron energies up to 15 MeV (15 mega electron volts). This BBND characterized the neutron radiation on ISS during Expeditions 2 and 3.&quot;&lt;ref name=Choy/&gt;

&quot;BBND results show the overall neutron environment at the ISS orbital altitude is influenced by highly energetic galactic cosmic rays, except in the South Atlantic Anomaly (SAA) region where protons trapped in the Earth's magnetic field cause a more severe neutron environment. However, the number of particles measured per second per square cm per MeV obtained by BBND is consistently lower than that of the precursor investigations. The average dose-equivalent rate observed through the investigation was 3.9 micro Sv/hour or about 10 times the rate of radiological exposure to the average US citizen. In general, radiation damage to the human body is indicated by the amount of energy deposited in living tissue, modified by the type of radiation causing the damage; this is measured in units of Sieverts (Sv). The background radiation dose received by an average person in the United States is approximately 3.5 milliSv/year. Conversely, an exposure of 1 Sv can result in radiation poisoning and a dose of five Sv will result in death in 50 percent of exposed individuals. The average dose-equivalent rate observed through the BBND investigation is 3.9 micro Sv/hour, or about ten times the average US surface rate. The highest rate, 96 microSv/hour was observed in the SAA region.&quot;&lt;ref name=Choy/&gt;

&quot;The November 4, 2001 solar flare and the associated geomagnetic activity caused the most severe radiation environment inside the ISS during the BBND experiment. The increase of neutron dose-equivalent due to those events was evaluated to be 0.19mSv, which is less than 1 percent of the measured neutron dose-equivalent measured over the entire 8-month period.&quot;&lt;ref name=Choy/&gt;
{{clear}}

==Mir==
[[Image:Mir Space Station viewed from Endeavour during STS-89.jpg|thumb|right|250px|Approach view is of the Mir Space Station viewed from Space Shuttle Endeavour during the STS-89 rendezvous. Credit: NASA.{{tlx|free media}}]]
In the image on the right, a Progress cargo ship is attached on the left, a Soyuz manned spacecraft attached on the right. Mir is seen on the right from Space Shuttle Endeavour during STS-89 (28 January 1998).

Mir was a space station that operated in low Earth orbit from 1986 to 2001, operated by the Soviet Union and later by Russia. Mir was the first modular space station and was assembled in orbit from 1986 to 1996. It had a greater mass than any previous spacecraft. At the time it was the largest artificial satellite in orbit, succeeded by the International Space Station (ISS) after Mir's orbit decayed.

''Mir'' was the first continuously inhabited long-term research station in orbit and held the record for the longest continuous human presence in space at 3,644 days, until it was surpassed by the ISS on 23 October 2010.&lt;ref name=Jackman&gt;{{cite journal|last=Jackman|first=Frank|title=ISS Passing Old Russian Mir In Crewed Time|url=http://www.aviationweek.com/aw/generic/story_channel.jsp?channel=space&amp;id=news/asd/2010/10/28/11.xml|Journal=Aviation Week|date=29 October 2010}}&lt;/ref&gt;

The first module of the station, known as the Mir Core Module or base block, was launched in 1986 and followed by six further modules. Proton rockets were used to launch all of its components except for the Mir Docking Module, which was installed by US Space Shuttle mission STS-74 in 1995. When complete, the station consisted of seven pressurised modules and several unpressurised components. Power was provided by several photovoltaic arrays attached directly to the modules. The station was maintained at an orbit between {{convert|296|km|mi|0|abbr=on}} and {{convert|421|km|mi|0|abbr=on}} altitude and travelled at an average speed of 27,700&amp;nbsp;km/h (17,200&amp;nbsp;mph), completing 15.7 orbits per day.&lt;ref name=&quot;MirBIS&quot;&gt;{{cite book|title=The History of Mir 1986–2000|publisher=British Interplanetary Society|{{isbn|978-0-9506597-4-9}}|editor=Hall, R.|url=https://archive.org/details/historyofmir19860000unse |date=February 2021}}&lt;/ref&gt;&lt;ref name=&quot;FinalBIS&quot;&gt;{{cite book|title=Mir: The Final Year|publisher=British Interplanetary Society|{{isbn|978-0-9506597-5-6}}|editor=Hall, R. |date=February 2021}}&lt;/ref&gt;&lt;ref name=&quot;OrbitCalc&quot;&gt;{{cite web|title=Orbital period of a planet|publisher=CalcTool|accessdate=12 September 2010|url=https://web.archive.org/web/20191112095042/http://www.calctool.org/CALC/phys/astronomy/planet_orbit }}&lt;/ref&gt;
{{clear}}

==Polar Satellite 4==
[[Image:PSLV C45 EMISAT campaign 09.jpg|right|thumb|375x375px|Third and fourth stages of PSLV-C45. Credit: Indian Space Research Organisation.{{tlx|free media}}]]
PS4 has carried hosted payloads like AAM on PSLV-C8,&lt;ref name=&quot;:6&quot;&gt;{{cite web|url=https://www.isro.gov.in/sites/default/files/flipping_book/PSLV-C8/files/assets/common/downloads/publication.pdf|title=PSLV C8 / AGILE brochure}}&lt;/ref&gt; Luxspace (Rubin 9.1)/(Rubin 9.2) on PSLV-C14&lt;ref&gt;{{cite web|url=https://www.isro.gov.in/sites/default/files/flipping_book/PSLV-C14/files/assets/common/downloads/publication.pdf|title=PSLV C14/Oceansat-2 brochure}}&lt;/ref&gt; and mRESINS on PSLV-C21.&lt;ref&gt;{{cite web |url=https://www.dos.gov.in/sites/default/files/flipping_book/Space%20India%20July%2012-Aug%2013/files/assets/common/downloads/Space%20India%20July%2012-Aug%2013.pdf|title=Space-India July 2012 to August 2013 }}&lt;/ref&gt;

PS4 is being augmented to serve as a long duration orbital platform after completion of its primary mission. PS4 Orbital Platform (PS4-OP) will have its own power supply, telemetry package, data storage and attitude control for hosted payloads.&lt;ref&gt;{{cite web|url=http://www.unoosa.org/documents/pdf/copuos/stsc/2019/tech-55E.pdf|title=Opportunities for science experiments in the fourth stage of India's PSLV|date=21 February 2019}}&lt;/ref&gt;&lt;ref&gt;{{cite web|url=https://www.isro.gov.in/sites/default/files/orbital_platform-_ao.pdf|title=Announcement of Opportunity (AO) for Orbital platform: an avenue for in-orbit scientific experiments|date=15 June 2019}}&lt;/ref&gt;&lt;ref&gt;{{cite web|url=https://timesofindia.indiatimes.com/india/2-days-after-space-station-news-isro-calls-for-docking-experiments-on-pslv-stage-4/articleshow/69800354.cms|title=2 days after Space Station news, Isro calls for &quot;docking experiments&quot; on PSLV stage-4|first=Chethan|last=Kumar|work=The Times of India|accessdate=23 February 2020}}&lt;/ref&gt;

On PSLV-C37 and PSLV-C38 campaigns,&lt;ref&gt;{{Cite web |title=''In-situ'' observations of rocket burn induced modulations of the top side ionosphere using the IDEA payload on-board the unique orbiting experimental platform (PS4) of the Indian Polar Orbiting Satellite Launch Vehicle mission - ISRO |url=https://www.isro.gov.in/situ-observations-of-rocket-burn-induced-modulations-of-top-side-ionosphere-using-idea-payload-board |accessdate=2022-06-27 |website=www.isro.gov.in |language=en}}&lt;/ref&gt; as a demonstration PS4 was kept operational and monitored for over ten orbits after delivering spacecraft.&lt;ref&gt;{{cite web |title=Department of Space Annual Report 2017-18|url=https://web.archive.org/web/20180213093132/https://www.isro.gov.in/sites/default/files/article-files/node/9805/annualreport2017-18.pdf }}&lt;/ref&gt;&lt;ref name=Singh&gt;{{cite web |url=https://timesofindia.indiatimes.com/india/in-a-first-isro-will-make-dead-rocket-stage-alive-in-space-for-experiments/articleshow/67067817.cms|title=In a first, ISRO will make dead rocket stage &quot;alive&quot; in space for experiments|first=Surendra|last=Singh|work=The Times of India|date=16 December 2018|accessdate=23 February 2020}}&lt;/ref&gt;&lt;ref name=Rajasekhar&gt;{{cite web|url=https://www.deccanchronicle.com/science/science/200617/isro-to-lower-rockets-altitude.html|title=Isro to lower rocket's altitude|last=rajasekhar|first=pathri|publisher=Deccan Chronicle|date=2017-06-20|accessdate=23 February 2020}}&lt;/ref&gt; 

PSLV-C44 was the first campaign where PS4 functioned as independent orbital platform for short duration as there was no on-board power generation capacity.&lt;ref name=Rajwi&gt;{{cite news|last=Rajwi|first=Tiki |url=https://www.thehindu.com/news/national/kerala/pslv-lift-off-with-added-features/article25981654.ece|title=PSLV lift-off with added features|date=2019-01-12|newspaper=The Hindu|issn=0971-751X|accessdate=23 February 2020}}&lt;/ref&gt; It carried KalamSAT-V2 as a fixed payload, a 1U cubesat by Space Kidz India based on Interorbital Systems kit.&lt;ref&gt;{{cite web|title=PSLV-C44 - ISRO |url=https://www.isro.gov.in/launcher/pslv-c44|accessdate=26 June 2020|website=isro.gov.in}}&lt;/ref&gt;&lt;ref&gt;{{cite web
|title=Congratulations to ISRO and SpaceKidzIndia on getting their CubeSat into orbit! The students modified their IOS CubeSat kit, complete w/ their own experiments!|author=Interorbital Systems|date=25 January 2019|url=https://twitter.com/interorbital/status/1088526772109422592 }}&lt;/ref&gt;

On PSLV-C45 campaign, the fourth stage had its own power generation capability as it was augmented with an array of fixed solar cells around PS4 propellant tank.&lt;ref name=Clark&gt;{{cite web |url=https://spaceflightnow.com/2019/04/01/indian-military-satellite-20-more-planet-imaging-cubesats-aboard-successful-pslv-launch/|title=Indian military satellite, 20 more Planet imaging CubeSats launched by PSLV|last=Clark|first=Stephen|publisher=Spaceflight Now|accessdate=2020-02-23}}&lt;/ref&gt; Three payloads hosted on PS4-OP were, Advanced Retarding Potential Analyzer for Ionospheric Studies (ARIS 101F) by IIST,&lt;ref&gt;{{cite web|url=https://www.iist.ac.in/avionics/sudharshan.kaarthik|title=Department of Avionics, R. Sudharshan Kaarthik, Ph.D (Assistant Professor)}}&lt;/ref&gt; experimental Automatic identification system (AIS) payload by ISRO and AISAT by Satellize.&lt;ref&gt;{{cite web|url=https://satellize.com/index.php/exseed-sat-2/|title=Exseed Sat-2|publisher=Satellize|accessdate=23 February 2020}}&lt;/ref&gt; To function as orbital platform, fourth stage was put in spin-stabilized mode using its RCS thrusters.&lt;ref&gt;{{Cite web |date=16 June 2021 |title=Opportunity for Scientific Experiments on PSLV Upper Stage Orbital Platform |url=https://www.unoosa.org/documents/pdf/psa/hsti/Hyper-Microgravity_Webinar2021/Hyper-Microgravity_Webinar2021/9_RegionalActivities/R._Senan_Hypermicrogravity_ISRO.pdf}}&lt;/ref&gt;

==Salyut 1==
[[Image:Salyut 1.jpg|thumb|right|250px|Salyut 1 is photographed from the departing Soyuz 11. Credit: [[w:user:Viktor Patsayev|Viktor Patsayev]].{{tlx|fairuse}}]]
Salyut 1 (DOS-1) was the world's first space station launched into low Earth orbit by the Soviet Union on April 19, 1971. The Soyuz 11 crew achieved successful hard docking and performed experiments in Salyut 1 for 23 days.

Civilian Soviet space stations were internally referred to as DOS (the Russian acronym for &quot;Long-duration orbital station&quot;), although publicly, the Salyut name was used for the first six DOS stations (''Mir'' was internally known as DOS-7).&lt;ref&gt;Portree, David S. F. (March 1995). &quot;Part 2 – Almaz, Salyut, and Mir&quot; . Mir Hardware Heritage . Johnson Space Center Reference Series. NASA. NASA Reference Publication 1357 – via Wikisource.&lt;/ref&gt;

The astrophysical Orion 1 Space Observatory designed by Grigor Gurzadyan of Byurakan Observatory in Armenia, was installed in Salyut 1. Ultraviolet spectrograms of stars were obtained with the help of a mirror telescope of the Mersenne Three-mirror_anastigmat system and a spectrograph of the Wadsworth system using film sensitive to the far ultraviolet. The dispersion of the spectrograph was 32&amp;nbsp;Å/mm (3.2&amp;nbsp;nm/mm), while the resolution of the spectrograms derived was about 5&amp;nbsp;Å at 2600&amp;nbsp;Å (0.5&amp;nbsp;nm at 260&amp;nbsp;nm). Slitless spectrograms were obtained of the stars ''Vega'' and ''Beta Centauri'' between 2000 and 3800&amp;nbsp;Å (200 and 380&amp;nbsp;nm).&lt;ref name=Gurzadyan&gt;{{cite journal |title=Observed Energy Distribution of α Lyra and β Cen at 2000–3800 Å |journal=Nature |first1=G. A. |last1=Gurzadyan |first2=J. B. |last2=Ohanesyan |volume=239 |issue=5367 |page=90 |date=September 1972 |doi=10.1038/239090a0 |bibcode=1972Natur.239...90G|s2cid=4265702 }}&lt;/ref&gt; The telescope was operated by crew member Viktor Patsayev, who became the first man to operate a telescope outside of the Earth's atmosphere.&lt;ref name=&quot;Marett-Crosby2013&quot;&gt;{{cite book|last=Marett-Crosby|first=Michael|title=Twenty-Five Astronomical Observations That Changed the World: And How To Make Them Yourself|url=https://books.google.com/books?id=0KRSphlvsqgC&amp;pg=PA282|accessdate=2018-04-18|date=2013-06-28|publisher=Springer Science &amp; Business Media|{{isbn|9781461468004}}|page=282 }}&lt;/ref&gt;
{{clear}}

==Salyut 3==
[[Image:Salyut 3 paper model.JPG|thumb|right|250px|Salyut 3 (Almaz 2) Soviet military space station model shows Soyuz 14 docked. Credit: [[c:user:Godai|Godai]].{{tlx|free media}}]]
Salyut 3; also known as OPS-2&lt;ref name=Zak&gt;{{cite web|url=http://www.russianspaceweb.com/almaz_ops2.html|title=OPS-2 (Salyut-3)|author=Anatoly Zak|publisher=RussianSpaceWeb.com}}&lt;/ref&gt; or Almaz 2&lt;ref name=Portree1995&gt;D.S.F. Portree (March 1995). &quot;Mir Hardware Heritage&quot; (PDF). NASA. Archived from the original (PDF) on 2009-09-07.&lt;/ref&gt;) was a Soviet Union space station launched on 25 June 1974. It was the second Almaz military space station, and the first such station to be launched successfully.&lt;ref name=Portree1995/&gt; It was included in the Salyut program to disguise its true military nature.&lt;ref name=Hall&gt;Rex Hall, David Shayler (2003). Soyuz: a universal spacecraft. Springer. p. 459. ISBN 1-85233-657-9.&lt;/ref&gt; Due to the military nature of the station, the Soviet Union was reluctant to release information about its design, and about the missions relating to the station.&lt;ref name=Zimmerman&gt;Robert Zimmerman (September 3, 2003). Leaving Earth: Space Stations, Rival Superpowers, and the Quest for Interplanetary Travel. Joseph Henry Press. pp. 544. ISBN 0-309-08548-9.&lt;/ref&gt;

It attained an altitude of 219 to 270&amp;nbsp;km on launch&lt;ref name=Bond&gt;Peter Bond (20 June 2002). The continuing story of the International Space Station. Springer. p. 416. {{ISBN|1-85233-567-X}}.&lt;/ref&gt; and NASA reported its final orbital altitude was 268 to 272&amp;nbsp;km.&lt;ref name=NASAcat&gt;{{cite web|url=https://nssdc.gsfc.nasa.gov/nmc/spacecraft/display.action?id=1974-046A|title=Salyut 3 - NSSDC ID: 1974-046A|publisher=NASA}}&lt;/ref&gt;

The space stations funded and developed by the military, known as ''Almaz'' stations, were roughly similar in size and shape to the civilian DOS stations.&lt;ref name=Zimmerman/&gt; But the details of their design, which is attributed to Vladimir Chelomey, are considered to be significantly different from the DOS stations.&lt;ref name=Zimmerman/&gt; The first Almaz station was Salyut 2, which launched in April 1973, but failed only days after reaching orbit, and hence it was never manned.&lt;ref name=Portree1995/&gt;

Salyut 3 consisted of an airlock chamber, a large-diameter work compartment, and a small diameter living compartment, giving a total habitable volume of 90 m³.&lt;ref name=Portree/&gt; It had two solar arrays, one docking port, and two main engines, each of which could produce 400 kgf (3.9 kN) of thrust.&lt;ref name=Portree/&gt; Its launch mass was 18,900 kg.&lt;ref name=Portree1995/&gt;

The station came equipped with a shower, a standing sleeping station, as well as a foldaway bed.&lt;ref name=Portree1995/&gt; The floor was covered with hook and loop fastener (Velcro) to assist the cosmonauts moving around the station. Some entertainment on the station included a magnetic chess set, a small library, and a cassette deck with some audio compact Cassette tapes.&lt;ref name=Portree/&gt; Exercise equipment included a treadmill and Pingvin exercise suit.&lt;ref name=Portree/&gt; The first water-recycling facilities were tested on the station; the system was called Priboy.&lt;ref name=Portree1995/&gt;

The work compartment was dominated by the ''Agat-1'' Earth-observation telescope, which had a focal length of 6.375 metres and an optical resolution better than three metres, according to post-Soviet sources;&lt;ref name=Siddiqi/&gt;. Another NASA source&lt;ref name=Portree1995/&gt; states the focal length was 10 metres; but Portree's document preceded Siddiqi's by several years, during which time more information about the specifications was gathered. NASA historian Siddiqi has speculated that given the size of the telescope's mirror, it likely had a resolution better than one metre.&lt;ref name=Siddiqi&gt;{{cite book|title=Challenge to Apollo: The Soviet Union and the Space Race, 1945-1974|author=Siddiqi, Asif A.|publisher=NASA|year=2000}} SP-2000-4408. [https://history.nasa.gov/SP-4408pt1.pdf Part 2 (page 1-499)], [https://history.nasa.gov/SP-4408pt2.pdf Part 1 (page 500-1011)]&lt;/ref&gt; The telescope was used in conjunction with a wide-film camera, and was used primarily for military reconnaissance purposes.&lt;ref name=Siddiqi/&gt; The cosmonauts are said to have observed targets set out on the ground at Baikonur. Secondary objectives included study of water pollution, agricultural land, possible ore-bearing landforms, and oceanic ice formation.&lt;ref name=Portree1995/&gt;

The Salyut 3, although called a &quot;civilian&quot; station, was equipped with a &quot;self-defence&quot; gun which had been designed for use aboard the station, and whose design is attributed to Alexander Nudelman.&lt;ref name=Zak/&gt; Some accounts claim the station was equipped with a Nudelman-Rikhter &quot;Vulkan&quot; gun, which was a variant of the Nudelman-Rikhter NR-23 (23 mm Nudelman) aircraft cannon, or possibly a Nudelman-Rikhter NR-30 (Nudelman NR-30) 30&amp;nbsp;mm gun.&lt;ref name=Olberg&gt;[http://space.au.af.mil/books/oberg/ch02.pdf James Olberg, ''Space Power Theory'', Ch. 2]&lt;/ref&gt; Later Russian sources indicate that the gun was the virtually unknown (in the West) Rikhter R-23.&lt;ref&gt;Широкоград А.Б. (2001) ''История авиационного вооружения'' Харвест (Shirokograd A.B. (2001) ''Istorya aviatsionnogo vooruzhenia'' Harvest. {{ISBN|985-433-695-6}}) (''History of aircraft armament'')
p. 162&lt;/ref&gt; These claims have reportedly been verified by Pavel Popovich, who had visited the station in orbit, as commander of Soyuz 14.&lt;ref name=Olberg/&gt; Due to potential shaking of the station, in-orbit tests of the weapon with cosmonauts in the station were ruled out.&lt;ref name=Zak/&gt; The gun was fixed to the station in such a way that the only way to aim would have been to change the orientation of the entire station.&lt;ref name=Zak/&gt;&lt;ref name=Olberg/&gt; Following the last manned mission to the station, the gun was commanded by the ground to be fired; some sources say it was fired to depletion,&lt;ref name=Olberg/&gt; while other sources say three test firings took place during the Salyut 3 mission.&lt;ref name=Zak/&gt;
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==Salyut 4==
[[Image:Salyut-4 diagram.gif|thumb|right|250px|Diagram shows the orbital configuration of the Soviet space station Salyut 4 with a docked Soyuz 7K-T spacecraft. Credit: [[c:user:Bricktop|Bricktop]].{{tlx|free media}}]]
Installed on the Salyut 4 were OST-1 (Orbiting Solar Telescope) 25&amp;nbsp;cm solar telescope with a focal length of 2.5m and spectrograph shortwave diffraction spectrometer for far ultraviolet emissions, designed at the Crimean Astrophysical Observatory, and two X-ray telescopes.&lt;ref&gt;[http://www.friends-partners.org/partners/mwade/craft/salyut4.htm Salyut 4&lt;!-- Bot generated title --&gt;]&lt;/ref&gt;&lt;ref&gt;[http://adsabs.harvard.edu/abs/1979IzKry..59...31B The design of the Salyut-4 orbiting solar telescope]&lt;/ref&gt; One of the X-ray telescopes, often called the ''Filin telescope'', consisted of four gas flow proportional counters, three of which had a total detection surface of 450&amp;nbsp;cm&lt;sup&gt;2&lt;/sup&gt; in the energy range 2–10 keV, and one of which had an effective surface of 37&amp;nbsp;cm&lt;sup&gt;2&lt;/sup&gt; for the range 0.2 to 2 keV (32 to 320 Attojoule (aJ)). The field of view was limited by a slit collimator to 3 in × 10 in full width at half maximum. The instrumentation also included optical sensors which were mounted on the outside of the station together with the X-ray detectors, and power supply and measurement units which were inside the station. Ground-based calibration of the detectors was considered along with in-flight operation in three modes: inertial orientation, orbital orientation, and survey. Data could be collected in 4 energy channels: 2 to 3.1 keV (320 to 497 aJ), 3.1 to 5.9 keV (497 to 945 aJ), 5.9 to 9.6 keV (945 to 1,538 aJ), and 2 to 9.6 keV (320 to 1,538 aJ) in the larger detectors. The smaller detector had discriminator levels set at 0.2 keV (32 aJ), 0.55 keV (88 aJ), and 0.95 keV (152 aJ).&lt;ref name=Salyut4&gt;{{cite web
|title=Archived copy |accessdate=2012-05-05|url=https://web.archive.org/web/20120504183030/http://www.astronautix.com/craft/salyut4.htm }}&lt;/ref&gt;

Other instruments include a swivel chair for vestibular function tests, lower body negative pressure gear for cardiovascular studies, bicycle ergometer integrated physical trainer (electrically driven running track 1 m X .3 m with elastic cords providing 50&amp;nbsp;kg load), penguin suits and alternate athletic suit, sensors for temperature and characteristics of upper atmosphere, ITS-K infrared telescope spectrometer and ultraviolet spectrometer for study of earth's infrared radiation, multispectral earth resources camera, cosmic ray detector, embryological studies, new engineering instruments tested for orientation of station by celestial objects and in darkness and a teletypewriter.&lt;ref name=Salyut4/&gt;
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==Salyut 5==
[[Image:Salyut 5.jpeg|thumb|right|250px|Image was obtained from the Almaz OPS page. Credit: [[c:user:Mpaoper|Mpaoper]].{{tlx|free media}}]]
Salyut 5 carried Agat, a camera which the crews used to observe the Earth. The first manned mission, Soyuz 21, was launched from Baikonur on 6 July 1976, and docked at 13:40 UTC the next day.&lt;ref name=Anikeev&gt;{{cite web|last=Anikeev|first=Alexander|title=Soyuz-21|work=Manned Astronautics, Figures and Facts|accessdate=31 December 2010|url=https://web.archive.org/web/20110319191201/http://space.kursknet.ru/cosmos/english/machines/s21.sht }}&lt;/ref&gt;

On 14 October 1976, Soyuz 23 was launched carrying Vyacheslav Zudov and Valery Rozhdestvensky to the space station. During approach for docking the next day, a faulty sensor incorrectly detected an unexpected lateral motion. The spacecraft's Igla automated docking system fired the spacecraft's maneuvering thrusters in an attempt to stop the non-existent motion. Although the crew was able to deactivate the Igla system, the spacecraft had expended too much fuel to reattempt the docking under manual control. Soyuz 23 returned to Earth on 16 October without completing its mission objectives.

The last mission to Salyut 5, Soyuz 24, was launched on 7 February 1977. Its crew consisted of cosmonauts Viktor Gorbatko and Yury Glazkov, who conducted repairs aboard the station and vented the air which had been reported to be contaminated. Scientific experiments were conducted, including observation of the sun. The Soyuz 24 crew departed on 25 February. The short mission was apparently related to Salyut 5 starting to run low on propellant for its main engines and attitude control system.&lt;ref name=Zak/&gt;
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==Salyut 6==
[[Image:Salyut 6.jpg|thumb|right|250px|Salyut 6 is photographed with docked Soyuz (right) and Progress (left). Credit: A cosmonaut of the Soviet space programme.{{tlx|fairuse}}]]
Salyut 6 aka DOS-5, was a Soviet orbital space station, the eighth station of the Salyut programme. It was launched on 29 September 1977 by a Proton rocket. Salyut 6 was the first space station to receive large numbers of crewed and uncrewed spacecraft for human habitation, crew transfer, international participation and resupply, establishing precedents for station life and operations which were enhanced on Mir and the International Space Station.

Salyut 6 was the first &quot;second generation&quot; space station, representing a major breakthrough in capabilities and operational success. In addition to a new propulsion system and its primary scientific instrument—the BST-1M multispectral telescope—the station had two docking ports, allowing two craft to visit simultaneously. This feature made it possible for humans to remain aboard for several months.&lt;ref name=Chiara&gt;{{cite book |title=Spacecraft: 100 Iconic Rockets, Shuttles, and Satellites that put us in Space |last1=De Chiara |first1=Giuseppe |last2=Gorn |first2=Michael H. |publisher=Quarto/Voyageur |date=2018 |location=Minneapolis |{{ISBN|9780760354186}} |pages=132–135}}&lt;/ref&gt; Six long-term resident crews were supported by ten short-term visiting crews who typically arrived in newer Soyuz craft and departed in older craft, leaving the newer craft available to the resident crew as a return vehicle, thereby extending the resident crew's stay past the design life of the Soyuz. Short-term visiting crews routinely included international cosmonauts from Warsaw pact countries participating in the Soviet Union's Intercosmos programme. These cosmonauts were the first spacefarers from countries other than the Soviet Union or the United States. Salyut 6 was visited and resupplied by twelve uncrewed Progress spacecraft including Progress 1, the first instance of the series. Additionally, Salyut 6 was visited by the first instances of the new Soyuz-T spacecraft.
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==Salyut 7==
[[Image:Salyut7 with docked spacecraft.jpg|thumb|right|250px|A view of the Soviet orbital station Salyut 7, with a docked Soyuz spacecraft in view. Credit:NASA.{{tlx|fairuse}}]]
Salyut 7 a.k.a. DOS-6, short for Durable Orbital Station&lt;ref name=Portree1995/&gt;) was a space station in low Earth orbit from April 1982 to February 1991.&lt;ref name=Portree1995/&gt; It was first crewed in May 1982 with two crew via Soyuz T-5, and last visited in June 1986, by Soyuz T-15.&lt;ref name=Portree1995/&gt; Various crew and modules were used over its lifetime, including 12 crewed and 15 uncrewed launches in total.&lt;ref name=Portree1995/&gt; Supporting spacecraft included the Soyuz T, Progress, and TKS spacecraft.&lt;ref name=Portree1995/&gt;
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==Skylab==
[[Image:Skylab (SL-4).jpg|thumb|right|250px|Skylab is an example of a manned observatory in orbit. Credit: NASA.{{tlx|free media}}]]
Skylab included an Apollo Telescope Mount, which was a multi-spectral solar observatory. Numerous scientific experiments were conducted aboard Skylab during its operational life, and crews were able to confirm the existence of coronal holes in the Sun. The Earth Resources Experiment Package (EREP), was used to view the Earth with sensors that recorded data in the visible, infrared, and microwave spectral regions.
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==Skylab 2==
[[Image:40 Years Ago, Skylab Paved Way for International Space Station.jpg|thumb|right|250px|Skylab is photographed from the departing Skylab 2 spacecraft. Credit: NASA Skylab 2 crew.{{tlx|free media}}]]
As the crew of Skylab 2 departs, the gold sun shield covers the main portion of the space station. The solar array at the top was the one freed during a spacewalk. The four, windmill-like solar arrays are attached to the Apollo Telescope Mount used for solar astronomy.
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==Skylab 3==
[[Image:Skylab 3 Close-Up - GPN-2000-001711.jpg|thumb|right|250px|Skylab is photographed by the arriving Skylab 3 crew. Credit: NASA Skylab 3 crew.{{tlx|free media}}]]
A close-up view of the Skylab space station photographed against an Earth background from the Skylab 3 Command/Service Module during station-keeping maneuvers prior to docking. The Ilha Grande de Gurupá area of the Amazon River Valley of Brazil can be seen below. Aboard the command module were astronauts Alan L. Bean, Owen K. Garriott, and Jack R. Lousma, who remained with the Skylab space station in Earth's orbit for 59 days. This picture was taken with a hand-held 70mm Hasselblad camera using a 100mm lens and SO-368 medium speed Ektachrome film. Note the one solar array system wing on the Orbital Workshop (OWS) which was successfully deployed during extravehicular activity (EVA) on the first manned Skylab flight. The parasol solar shield which was deployed by the Skylab 2 crew can be seen through the support struts of the Apollo Telescope Mount.
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==Skylab 4==
[[Image:Skylab and Earth Limb - GPN-2000-001055.jpg|thumb|right|250px|The final view of Skylab, from the departing mission 4 crew, with Earth in the background. Credit: NASA Skylab 4 crew.{{tlx|free media}}]]
An overhead view of the Skylab Orbital Workshop in Earth orbit as photographed from the Skylab 4 Command and Service Modules (CSM) during the final fly-around by the CSM before returning home.

During launch on May 14, 1973, 63 seconds into flight, the micrometeor shield on the Orbital Workshop (OWS) experienced a failure that caused it to be caught up in the supersonic air flow during ascent. This ripped the shield from the OWS and damaged the tie-downs that secured one of the solar array systems.

Complete loss of one of the solar arrays happened at 593 seconds when the exhaust plume from the S-II's separation rockets impacted the partially deployed solar array system. Without the micrometeoroid shield that was to protect against solar heating as well, temperatures inside the OWS rose to 126°F.

The rectangular gold &quot;parasol&quot; over the main body of the station was designed to replace the missing micrometeoroid shield, to protect the workshop against solar heating. The replacement solar shield was deployed by the Skylab I crew.
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==Spacelabs==
[[Image:STS-42 view of payload bay.jpg|thumb|upright=1.0|right|300px|STS-42 is shown with Spacelab hardware in the orbiter bay overlooking Earth. Credit: NASA STS-42 crew.{{tlx|free media}}]]
OSS-l (named for the NASA Office of Space Science and Applications) onboard STS-3 consisted of a number of instruments mounted on a Spacelab pallet, intended to obtain data on the near-Earth environment and the extent of contamination caused by the orbiter itself. Among other experiments, the OSS pallet contained a X-ray detector for measuring the polarization of X-rays emitted by solar flares.&lt;ref name=Tramiel1984&gt;{{cite journal|author=Tramiel, Leonard J.|author2=Chanan, Gary A. |author3=Novick, R.|title=Polarization evidence for the isotropy of electrons responsible for the production of 5-20 keV X-rays in solar flares|bibcode=1984ApJ...280..440T|date=1 May 1984|journal=The Astrophysical Journal|doi=10.1086/162010|volume=280|page=440}}&lt;/ref&gt;
Spacelab was a reusable laboratory developed by European Space Agency (ESA) and used on certain spaceflights flown by the Space Shuttle. The laboratory comprised multiple components, including a pressurized module, an unpressurized carrier, and other related hardware housed in the Shuttle's cargo bay. The components were arranged in various configurations to meet the needs of each spaceflight.

&quot;Spacelab is important to all of us for at least four good reasons. It expanded the Shuttle's ability to conduct science on-orbit manyfold. It provided a marvelous opportunity and example of a large international joint venture involving government, industry, and science with our European allies. The European effort provided the free world with a really versatile laboratory system several years before it would have been possible if the United States had had to fund it on its own. And finally, it provided Europe with the systems development and management experience they needed to move into the exclusive manned space flight arena.&quot;&lt;ref&gt;[https://ntrs.nasa.gov/archive/nasa/casi.ntrs.nasa.gov/19880009991.pdf ''Spacelab: An International Success Story'' Foreword by NASA Administrator James C. Fletcher]&lt;/ref&gt;

NASA shifted its focus from the Lunar missions to the Space Shuttle, and also space research.&lt;ref name=Portree&gt;{{cite web |url=https://spaceflighthistory.blogspot.com/2017/03/nasa-seeks-to-pep-up-shuttlespacelab.html |title=Spaceflight History: NASA Johnson's Plan to PEP Up Shuttle/Spacelab (1981) |last=Portree |first=David S.F. |date=2017 |website=Spaceflight History}}&lt;/ref&gt;

Spacelab consisted of a variety of interchangeable components, with the major one being a crewed laboratory that could be flown in Space Shuttle orbiter's bay and returned to Earth.&lt;ref name=&quot;Angelo&quot;&gt;{{cite book |author=Joseph Angelo |title=Dictionary of Space Technology |url=https://books.google.com/books?id=wSzfAQAAQBAJ&amp;pg=PA393 |year=2013 |publisher=Routledge |{{isbn|978-1-135-94402-5}} |page=393}}&lt;/ref&gt; However, the habitable module did not have to be flown to conduct a Spacelab-type mission and there was a variety of pallets and other hardware supporting space research.&lt;ref name=&quot;Angelo&quot;/&gt; The habitable module expanded the volume for astronauts to work in a shirt-sleeve environment and had space for equipment racks and related support equipment.&lt;ref name=&quot;Angelo&quot;/&gt; When the habitable module was not used, some of the support equipment for the pallets could instead be housed in the smaller Igloo, a pressurized cylinder connected to the Space Shuttle orbiter crew area.&lt;ref name=&quot;Angelo&quot;/&gt;

{| class=&quot;wikitable&quot;
|-
! Mission name
! Space Shuttle orbiter
! Launch date
! Spacelab &lt;br&gt;mission name
! Pressurized &lt;br&gt;module
! Unpressurized &lt;br&gt;modules
|-
| STS-2
| ''Columbia''
| November 12, 1981
| OSTA-1
| 
| 1 Pallet (E002)&lt;ref name=STS2&gt;{{cite web |url=https://www.nasa.gov/mission_pages/shuttle/shuttlemissions/archives/sts-2.html |title=STS-2 |publisher=NASA |accessdate=23 November 2010}}&lt;/ref&gt;
|-
| STS-3
| ''Columbia''
| March 22, 1982
| OSS-1
| 
| 1 Pallet (E003)&lt;ref name=STS3&gt;{{cite web |url=https://www.nasa.gov/mission_pages/shuttle/shuttlemissions/archives/sts-3.html |title=STS-3 |publisher=NASA |accessdate=23 November 2010}}&lt;/ref&gt;
|-
| STS-9
| ''Columbia''
| November 28, 1983
| Spacelab 1
| Module LM1
| 1 Pallet (F001)
|-
| STS-41-G
| ''Challenger''
| October 5, 1984
| OSTA-3
| 
| 1 Pallet (F006)&lt;ref name=NASA28&gt;{{cite web |url=https://science.nasa.gov/science-news/science-at-nasa/1999/msad15mar99_1/ |title=Spacelab joined diverse scientists and disciplines on 28 Shuttle missions |publisher=NASA |date=15 March 1999 |accessdate=23 November 2010}}&lt;/ref&gt;
|-
| STS-51-A
| ''Discovery''
| November 8, 1984
| Retrieval of 2 satellites
| 
| 2 Pallets (F007+F008)
|-
| STS-51-B
| ''Challenger''
| April 29, 1985
| Spacelab 3
| Module LM1
| Multi-Purpose Experiment Support Structure (MPESS)
|-
| STS-51-F
| ''Challenger''
| July 29, 1985
| Spacelab 2
| Igloo
| 3 Pallets (F003+F004+F005) + IPS
|-
| STS-61-A
| ''Challenger''
| October 30, 1985
| Spacelab D1
| Module LM2
| MPESS
|-
| STS-35
| ''Columbia''
| December 2, 1990
| ASTRO-1
| Igloo
| 2 Pallets (F002+F010) + IPS
|-
| STS-40
| ''Columbia''
| June 5, 1991
| SLS-1
| Module LM1
| 
|-
| STS-42
| ''Discovery''
| January 22, 1992
| IML-1
| Module LM2
| 
|-
| STS-45
| ''Atlantis''
| March 24, 1992
| ATLAS-1
| Igloo
| 2 Pallets (F004+F005)
|-
| STS-50
| ''Columbia''
| June 25, 1992
| USML-1
| Module LM1
| Extended Duration Orbiter (EDO)
|-
| STS-46
| ''Atlantis''
| July 31, 1992
| TSS-1
| 
| 1 Pallet (F003)&lt;ref name=ESA-STS46&gt;{{cite web |url=https://www.esa.int/Enabling_Support/Operations/ESA_hands_over_a_piece_of_space_history |title=ESA hands over a piece of space history |publisher=ESA}}&lt;/ref&gt;
|-
| STS-47 (J)
| ''Endeavour''
| September 12, 1992
| Spacelab-J
| Module LM2
| 
|-
| STS-56
| ''Discovery''
| April 8, 1993
| ATLAS-2
| Igloo
| 1 Pallet (F008)
|-
| STS-55 (D2)
| ''Columbia''
| April 26, 1993
| Spacelab D2
| Module LM1
| Unique Support Structure (USS)
|-
| STS-58
| ''Columbia''
| October 18, 1993
| SLS-2
| Module LM2
| EDO
|-
| STS-61
| ''Endeavour''
| December 2, 1993
| HST SM 01
| 
| 1 Pallet (F009)
|-
| STS-59
| ''Endeavour''
| April 9, 1994
| SRL-1
| 
| 1 Pallet (F006)
|-
| STS-65
| ''Columbia''
| July 8, 1994
| IML-2
| Module LM1
| EDO
|-
| STS-64
| ''Discovery''
| September 9, 1994
| LITE
| 
| 1 Pallet (F007)&lt;ref name=PraxisLog&gt;{{cite book |title=Manned Spaceflight Log 1961–2006 |author=Tim Furniss |author2=David Shayler |author3=Michael Derek Shayler |publisher=Springer Praxis |page=829 |date=2007}}&lt;/ref&gt;
|-
| STS-68
| ''Endeavour''
| September 30, 1994
| SRL-2
| 
| 1 Pallet (F006)
|-
| STS-66
| ''Atlantis''
| November 3, 1994
| ATLAS-3
| Igloo
| 1 Pallet (F008)
|-
| STS-67
| ''Endeavour''
| March 2, 1995
| ASTRO-2
| Igloo
| 2 Pallets (F002+F010) + IPS + EDO
|-
| STS-71
| ''Atlantis''
| June 27, 1995
| Spacelab-Mir
| Module LM2
| 
|-
| STS-73
| ''Columbia''
| October 20, 1995
| USML-2
| Module LM1
| EDO
|-
| STS-75
| ''Columbia''
| February 22, 1996
| TSS-1R / USMP-3
| 
| 1 Pallet (F003)&lt;ref name=NASA28/&gt; + 2 MPESS + EDO
|-
| STS-78
| ''Columbia''
| June 20, 1996
| LMS
| Module LM2
| EDO
|-
| STS-82
| ''Discovery''
| February 21, 1997
| HST SM 02
| 
| 1 Pallet (F009)&lt;ref name=NASA28/&gt;
|-
| STS-83
| ''Columbia''
| April 4, 1997
| MSL-1
| Module LM1
| EDO
|-
| STS-94
| ''Columbia''
| July 1, 1997
| MSL-1R
| Module LM1
| EDO
|-
| STS-90
| ''Columbia''
| April 17, 1998
| Neurolab
| Module LM2
| EDO
|-
| STS-103
| ''Discovery''
| December 20, 1999
| HST SM 03A
| 
| 1 Pallet (F009)
|-
| STS-99
| ''Endeavour''
| February 11, 2000
| SRTM
| 
| 1 Pallet (F006)
|-
| STS-92
| ''Discovery''
| Oktober 11, 2000
| ISS assembly
| 
| 1 Pallet (F005)
|-
| STS-100
| ''Endeavour''
| April 19, 2001
| ISS assembly
| 
| 1 Pallet (F004)
|-
| STS-104
| ''Atlantis''
| July 12, 2001
| ISS assembly
| 
| 2 Pallets (F002+F010)
|-
| STS-109
| ''Columbia''
| March 1, 2002
| HST SM 03B
| 
| 1 Pallet (F009)
|-
| STS-123
| ''Endeavour''
| March 11, 2008
| ISS assembly
| 
| 1 Pallet (F004)
|-
| STS-125
| ''Atlantis''
| May 11, 2009
| HST SM 04
| 
| 1 Pallet (F009)
|}
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==Spacelab 1==
[[Image:Spacelab1 flight columbia.jpg|thumb|right|250px|Spacelab 1 was carried into space onboard STS-9. Credit: NASA STS-9 crew.{{tlx|free media}}]]
The Spacelab 1 mission had experiments in the fields of space plasma physics, solar physics, atmospheric physics, astronomy, and Earth observation.&lt;ref name=Shayler&gt;{{cite book |url=https://books.google.com/books?id=TweEC3h633AC&amp;pg=PA433 |title=NASA's Scientist-Astronauts |first1=David |last1=Shayler |last2=Burgess |first2=Colin |date=2007 |publisher=Springer Science &amp; Business Media |{{isbn|978-0-387-49387-9}} |page=433 |bibcode=2006nasa.book.....S }}&lt;/ref&gt;
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==Spacelab 2==
[[Image:STS-51-F Instrument Pointing System.jpg|thumb|right|250px|Spacelab 2 pallet is shown in the open payload bay of Space Shuttle ''Challenger''. Credit: NASA STS-19 crew.{{tlx|free media}}]]
View of the Spacelab 2 pallet in the open payload bay. The solar telescope on the Instrument Pointing System (IPS) is fully deployed. The Solar UV high resolution Telescope and Spectrograph are also visible.

The Spacelab Infrared Telescope (IRT) was also flown on the mission.&lt;ref name=Kent/&gt; The IRT was a {{cvt|15.2|cm}} aperture liquid helium-cooled infrared telescope, observing light between wavelengths of 1.7 to 118 μm.&lt;ref name=Kent&gt;[http://adsabs.harvard.edu/full/1992ApJS...78..403K Kent, et al. – '''Galactic structure from the Spacelab infrared telescope''' (1992)]&lt;/ref&gt; It was thought heat emissions from the Shuttle corrupting long-wavelength data, but it still returned useful astronomical data.&lt;ref name=Kent/&gt; Another problem was that a piece of mylar insulation broke loose and floated in the line-of-sight of the telescope.&lt;ref name=Kent/&gt; IRT collected infrared data on 60% of the galactic plane.&lt;ref name=&quot;ipac.caltech.edu&quot;&gt;{{cite web
|title=Archived copy of Infrared Astronomy From Earth Orbit|accessdate=2016-12-10|url=https://web.archive.org/web/20161221020839/http://www.ipac.caltech.edu/outreach/Edu/orbit.html }}&lt;/ref&gt; A later space mission that experienced a stray light problem from debris was ''Gaia'' astrometry spacecraft launch in 2013 by the ESA - the source of the stray light was later identified as the fibers of the sunshield, protruding beyond the edges of the shield.&lt;ref&gt;{{cite news|url=http://www.cosmos.esa.int/web/gaia/news_20141217|title=STATUS OF THE GAIA STRAYLIGHT ANALYSIS AND MITIGATION ACTIONS|publisher=ESA|date=2014-12-17|accessdate=5 February 2022}}&lt;/ref&gt;
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==Spacelab 3==
[[Image:Spacelab Module in Cargo Bay.jpg|thumb|right|250px|Spacelab Module is photographed in the Cargo Bay. Credit: NASA STS-17 crew.{{tlx|free media}}]]
[[Image:Crystal in VCGS furnace.jpg|thumb|upright=1.0|left|250px|Mercuric iodide crystals were grown on STS-51-B, Spacelab 3. Credit: [[w:user:Lodewijk van den Berg|Lodewijk van den Berg]] and Marshall Space Flight Center, NASA.{{tlx|free media}}]]
[[Image:Vapor Crystal Growth System Furnace.jpg|thumb|right|250px|The Vapor Crystal Growth System Furnace experiment is shown on STS-51-B. Credit: STS-17 crew.{{tlx|free media}}]]
[[Image:STS-51B launch.jpg|thumb|left|250px|Space Shuttle ''Challenger'' launches on STS-51B. Credit: NASA.{{tlx|free media}}]]
[[Image:STS51B-06-010.jpg|thumb|right|250px|Lodewijk van den Berg observes the crystal growth aboard Spacelab. Credit: NASA STS-17 crew.{{tlx|free media}}]]
Van den Berg and his colleagues designed the EG&amp;G Vapor Crystal Growth System experiment apparatus for a Space Shuttle flight. The experiment required an in-flight operator and NASA decided that it would be easier to train a crystal growth scientist to become an astronaut, than it would be the other way around. NASA asked EG&amp;G and Van den Berg to compile a list of eight people who would qualify to perform the science experiments in space and to become a Payload Specialist. Van den Berg and his chief, Dr. Harold A. Lamonds could only come up with seven names. Lamonds subsequently proposed adding Van den Berg to the list, joking with Van den Berg that due to his age, huge glasses and little strength, he would probably be dropped during the first selection round; but at least they would have eight names. Van den Berg agreed to be added to the list, but didn't really consider himself being selected to be a realistic scenario.&lt;ref name=Engelen&gt;{{Cite news |title=Niet Wubbo maar Lodewijk van den Berg was de eerste |last=van Engelen |first=Gert |periodical=Delft Integraal |year=2005 |issue=3 |pages=23–26 |language=nl |accessdate=2017-08-24 |url=https://web.archive.org/web/20170824215339/http://actueel.tudelft.nl/fileadmin/UD/MenC/Support/Internet/TU_Website/TU_Delft_portal/Actueel/Magazines/Delft_Integraal/archief/2005_DI/2005-3/doc/DI05-3-5LodewijkvdBerg.pdf }}&lt;/ref&gt;&lt;ref name=&quot;netwerk&quot;&gt;{{cite video |title=De `vergeten astronaut`
|url=https://web.archive.org/web/20091014203252/http://www.netwerk.tv/node/3884 |medium=documentary |publisher=Netwerk, NCRV and Evangelische Omroep (EO)|accessdate=2008-04-09 }}&lt;/ref&gt;

The first selection round consisted of a selection based on science qualifications in the field in question, which Van den Berg easily passed. The final four candidates were tested on physical and mental qualifications which he also passed, while two of the others failed due to possible heart issues. He was now part of the final two, and NASA always trains two astronauts, a prime and a back-up. In 1983 he started to train as an astronaut and six months before the launch he was told that he would be the prime astronaut, much to his own surprise. When he went into space he was 53 years old, making him one of the oldest rookie astronauts.&lt;ref name=Engelen/&gt;&lt;ref name=&quot;netwerk&quot; /&gt;
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==Space Transportation Systems (STSs)==
[[Image:Space Shuttle, Nuclear Shuttle, and Space Tug.jpg|thumb|right|250px|This artist's concept illustrates the use of the Space Shuttle, Nuclear Shuttle, and Space Tug in NASA's Integrated Program. Credit: NASA.{{tlx|free media}}]]
The purpose of the system was two-fold: to reduce the cost of spaceflight by replacing the current method of launching capsules on expendable rockets with reusable spacecraft; and to support ambitious follow-on programs including permanent orbiting space stations around Earth and the Moon, and a human landing mission to Mars.

The Space Shuttles were often used as short term orbital platforms.
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==STS-1==
[[Image:Space Shuttle Columbia launching.jpg|thumb|left|250px|The April 12, 1981, launch at Pad 39A of STS-1, just seconds past 7 a.m., carries astronauts John Young and Robert Crippen into an Earth orbital mission scheduled to last for 54 hours, ending with unpowered landing at Edwards Air Force Base in California. Credit: NASA.{{tlx|free media}}]]
[[Image:Columbia STS-1 training.jpg|thumb|right|250px|STS-1 crew is shown in Space Shuttle Columbia's cabin. Credit: NASA.{{tlx|free media}}]]
The majority of the ''Columbia'' crew's approximately 53 hours in low Earth orbit was spent conducting systems tests including Crew Optical Alignment Sight (COAS) calibration, star tracker performance, Inertial Measurement Unit (IMU) performance, manual and automatic Reaction Control System (RCS} testing, radiation measurement, propellant crossfeeding, hydraulics functioning, fuel cell purging and Earth photography.
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==STS-2==
[[Image:Aerial View of Columbia Launch - GPN-2000-001358.jpg|thumb|upright=1.0|left|250px|Aerial view shows ''Columbia'' launch from Pad 39A at the Kennedy Space Center in Florida. Credit: NASA / John Young aboard NASA's Shuttle Training Aircraft (STA).{{tlx|free media}}]]
[[Image:STS-2 Canadarm debut.jpg|thumb|right|250px|On Space Shuttle mission STS-2, Nov. 1981, the Canadarm is flown in space for the first time. Credit: NASA.{{tlx|free media}}]]
On a Spacelab pallet were a number of remote-sensing instruments including the Shuttle Imaging Radar-A (SIR-A), for remote sensing of Earth's resources, environmental quality, and ocean and weather conditions.&lt;ref&gt;{{cite web
|url=https://web.archive.org/web/19970208115640/http://southport.jpl.nasa.gov/scienceapps/sira.html
|title=SIR-A: 1982|publisher=NASA|accessdate= 22 June 2013}}&lt;/ref&gt; The second launch of ''Columbia'' also included an onboard camera for Earth photography.
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==STS-3==
[[Image:STS-3 launch.jpg|thumb|upright=1.0|left|250px|STS-3 lifts off from Launch Complex-39A at Kennedy Space Center. Credit: NASA.{{tlx|free media}}]]
[[Image:STS-3 infrared on reentry.jpg|thumb|upright=1.0|right|250px|The Kuiper Airborne Observatory took an infrared image of the orbiter's heat shield to study its operational temperatures. In this image, ''Columbia'' is travelling at Mach{{nbsp}}15.6 at an altitude of {{cvt|56|km}}. Credit: .{{tlx|free media}}]]
in its payload bay, ''Columbia'' again carried the Development Flight Instrumentation (DFI) package, and a test canister for the Small Self-Contained Payload program – also known as the Getaway Special (GAS) – was mounted on one side of the payload bay.
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==STS-4==
[[Image:STS-4 launch.jpg|thumb|left|250px|Launch view of the Space Shuttle ''Columbia'' for the STS-4 mission. Credit: NASA.{{tlx|free media}}]]
[[Image:STS-4 Induced Environment Contaminant Monitor.jpg|thumb|right|250px|View shows the Space Shuttle's RMS grappling the Induced Environment Contaminant Monitor (IECM) experiment. Credit: NASA STS-4 crew.{{tlx|free media}}]]
The North Atlantic Ocean southeast of the Bahamas is in the background as Columbia's remote manipulator system (RMS) arm and end effector grasp a multi-instrument monitor for detecting contaminants. The experiment is called the induced environment contaminant monitor (IECM). Below the IECM the tail of the orbiter can be seen.

In the shuttle's mid-deck, a Continuous Flow Electrophoresis System and the Mono-disperse Latex Reactor flew for the second time. The crew conducted a lightning survey with hand-held cameras, and performed medical experiments on themselves for two student projects. They also operated the Remote Manipulator System (Canadarm) with an instrument called the Induced Environment Contamination Monitor mounted on its end, designed to obtain information on gases or particles being released by the orbiter in flight.&lt;ref name=JSC&gt;{{cite web|url=http://www.jsc.nasa.gov/history/shuttle_pk/pk/Flight_004_STS-004_Press_Kit.pdf|title=STS-004 Press Kit|publisher=NASA|accessdate=4 July 2013}}&lt;/ref&gt;
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==STS-7==
[[Image:Challenger launch on STS-7.jpg|thumb|left|250px|Space Shuttle Challenger launches on STS-7. Credit: NASA.{{tlx|free media}}]]
[[Image:Space debris impact on Space Shuttle window.jpg|thumb|right|250px|An impact crater is in one of the windows of the Space Shuttle ''Challenger'' following a collision with a paint chip during STS-7. Credit: NASA STS-7 crew.{{tlx|free media}}]]
STS-7 was NASA's seventh Space Shuttle mission, and the second mission for the Space Shuttle ''Challenger''.

Norman Thagard, a mission specialist, conducted medical tests concerning Space adaptation syndrome, a bout of nausea frequently experienced by astronauts during the early phase of a space flight.

The mission carried the first Shuttle pallet satellite (SPAS-1), built by Messerschmitt-Bölkow-Blohm (MBB). SPAS-1 was unique in that it was designed to operate in the payload bay or be deployed by the Remote Manipulator System (Canadarm) as a free-flying satellite. It carried 10 experiments to study formation of metal alloys in microgravity, the operation of heat pipes, instruments for remote sensing observations, and a mass spectrometer to identify various gases in the payload bay. It was deployed by the Canadarm and flew alongside and over ''Challenger'' for several hours, performing various maneuvers, while a U.S.-supplied camera mounted on SPAS-1 took pictures of the orbiter. The Canadarm later grappled the pallet and returned it to the payload bay.

STS-7 also carried seven Getaway Special (GAS) canisters, which contained a wide variety of experiments, as well as the OSTA-2 payload, a joint U.S.-West Germany scientific pallet payload. The orbiter's Ku-band antenna was able to relay data through the U.S. tracking and data relay satellite (TDRS) to a ground terminal for the first time.
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==STS-8==
[[Image:STS_8_Launch.jpg|thumb|left|250|Space Shuttle ''Challenger'' begins its third mission on 30 August 1983, conducting the first night launch of the shuttle program. Credit: NASA.{{tlx|free media}}]]
STS-8 was the eighth NASA Space Shuttle mission and the third flight of the Space Shuttle ''Challenger''.

The secondary payload, replacing a delayed NASA communications satellite, was a four-metric-ton dummy payload, intended to test the use of the shuttle's Canadarm (remote manipulator system). Scientific experiments carried on board ''Challenger'' included the environmental testing of new hardware and materials designed for future spacecraft, the study of biological materials in electric fields under microgravity, and research into space adaptation syndrome (also known as &quot;space sickness&quot;).

The Payload Flight Test Article (PFTA) had been scheduled for launch in June 1984 on STS-16 in the April 1982 manifest,&lt;ref name=&quot;news 82-46&quot;&gt;{{cite press release|url=https://ntrs.nasa.gov/archive/nasa/casi.ntrs.nasa.gov/19820014425.pdf|hdl=2060/19820014425|title=Space Shuttle payload flight manifest / News Release 82-46|date=April 14, 1982|publisher=NASA |last1=McCormack |first1= Dick |last2=Hess |first2=Mark |archive-url=https://web.archive.org/web/20220412163838/https://ntrs.nasa.gov/citations/19820014425 |archive-date=2022-04-12 |url-status=live }}&lt;/ref&gt; but by May 1983 it had been brought forward to STS-11. That month, when the TDRS missions were delayed, it was brought forward to STS-8 to fill the hole in the manifest.&lt;ref name=&quot;STS-8 Press Information, p. i&quot;&gt;''STS-8 Press Information'', p. i&lt;/ref&gt; It was an aluminum structure resembling two wheels with a {{cvt|6|m}} long central axle, ballasted with lead to give it a total mass of {{cvt|3855|kg}}, which could be lifted by the Canadarm Remote Manipulator System – the Shuttle's &quot;robot arm&quot; – and moved around to help astronauts gain experience in using the system. It was stored in the midsection of the payload bay.&lt;ref&gt;Press kit, p. 32&lt;/ref&gt;

The orbiter carried the Development Flight Instrumentation (DFI) pallet in its forward payload bay; this had previously flown on ''Columbia'' to carry test equipment. The pallet was not outfitted with any flight instrumentation, but was used to mount two experiments. The first studied the interaction of ambient atomic oxygen with the structural materials of the orbiter and payload, while the second tested the performance of a heat pipe designed for use in the heat rejection systems of future spacecraft.&lt;ref&gt;Press kit, pp. 38–39. The first experiment was formally designated &quot;Evaluation of Oxygen Interaction with Materials&quot; (DSO-0301) while the second was the High Capacity Heat Pipe Demonstration (DSO-0101)&lt;/ref&gt;

Four Getaway Special (GAS) payloads were carried. One studied the effects of cosmic rays on electronic equipment. The second studied the effect of the gas environment around the orbiter using ultraviolet absorption measurements, as a precursor to ultraviolet equipment being designed for Spacelab 2. A third, sponsored by the Japanese ''Asahi Shimbun'' newspaper, tried to use water vapor in two tanks to create snow crystals. This was a second attempt at an experiment first flown on STS-6, which had had to be redesigned after the water in the tanks froze solid. The last was similar to an experiment flown on STS-3, and studied the ambient levels of atomic oxygen by measuring the rates at which small carbon and osmium wafers oxidized.&lt;ref&gt;Press kit, pp. 40–41. In order, these were designated the Cosmic Ray Upset Experiment (CRUX) (G-0346); the Ultraviolet-Sensitive Photographic Emulsion Experiment (G-0347); the Japanese snow crystal experiment (G-0475), and the Contamination Monitor Package (G-0348).&lt;/ref&gt;

The mission, in cooperation with the United States Postal Service (USPS), also carried 260,000 postal covers franked with US$9.35 express postage stamps, which were to be sold to collectors, with the profits divided between the USPS and NASA. Two storage boxes were attached to the DFI pallet, with more stored in six of the Getaway Special canisters.&lt;ref&gt;Press kit, p. 37&lt;/ref&gt;

A number of other experiments were to be performed inside the orbiter crew compartment. Among these was the Continuous Flow Electrophoresis System, being flown for the fourth time. This separated solutions of biological materials by passing electric fields through them; the experiment aimed at supporting research into diabetes treatments.&lt;ref&gt;Press kit, p. 38&lt;/ref&gt; A small animal cage was flown containing six rats; no animal experiment was carried out on the flight, but a student involvement project was planned for a later mission which would use the cage, and NASA wanted to ensure it was flight-tested.&lt;ref name=&quot;Press kit, p. 39&quot;&gt;Press kit, p. 39&lt;/ref&gt; The student involvement project carried out on STS-8 involved William E. Thornton using biofeedback techniques, to try to determine if they worked in microgravity.&lt;ref name=&quot;Press kit, p. 39&quot;/&gt; A photography experiment would attempt to study the spectrum of a luminous atmospheric glow which had been reported around the orbiter, and determine how this interacted with firings of the reaction control system (RCS).&lt;ref&gt;''STS-9 Press Information'', p. 60. This was formally designated as &quot;Investigation of STS Atmospheric Luminosities&quot;.&lt;/ref&gt;
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==STS-9==
[[Image:Sts-9lift.jpg|thumb|left|250px|Columbia launches on mission STS-9 from Launch Pad 39-A. Credit: NASA.{{tlx|free media}}]]
STS-9 (also referred to Spacelab 1) &lt;ref&gt;&quot;Fun facts about STS numbering&quot;|url=https://web.archive.org/web/20100527232806/http://enterfiringroom.ksc.nasa.gov/funFactsSTSNumbers.htm|date=2010-05-27
|NASA/KSC 29 October 2004. Retrieved 20 July 2013&lt;/ref&gt; was the ninth NASA Space Shuttle mission and the sixth mission of the Space Shuttle ''Columbia''. Launched on 28 November 1983, the ten-day mission carried the first Spacelab laboratory module into orbit.

The mission was devoted entirely to Spacelab 1, a joint NASA/European Space Agency (ESA) program designed to demonstrate the ability to conduct advanced scientific research in space. Both the mission specialists and payload specialists worked in the Spacelab module and coordinated their efforts with scientists at the Marshall Space Flight Center (MSFC) Payload Operations Control Center (POCC), which was then located at the Johnson Space Center (JSC) in Texas. Funding for Spacelab 1 was provided by the ESA.

Over the course of the mission, 72 scientific experiments were carried out, spanning the fields of atmospheric and plasma physics, astronomy, solar physics, material sciences, technology, astrobiology and Earth observations. The Spacelab effort went so well that the mission was extended an additional day to 10 days, making it the longest-duration shuttle flight at that time.
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==STS-13==
[[Image:SMMS repair by STS-41C Astronauts.jpg|thumb|right|250px|Mission Specialists George Nelson and James D. A. van Hoften repair the captured Solar Maximum Mission satellite on 11 April 1984. Credit: NASA STS-13 (STS-41-C) crew.{{tlx|free media}}]]
[[Image:EL-1994-00475.jpeg|thumb|left|250px|The launch of STS-41-C on 6 April 1984 is shown. Credit: NASA.{{tlx|free media}}]]
[[Image:STS-41-C-LDEF-deploy-small.jpg|thumb|left|250px|The deployed Long Duration Exposure Facility (LDEF) became an important source of information on the small-particle space debris environment. Credit: NASA STS-13 (STS-41-C) crew.{{tlx|free media}}]]
STS-41-C (formerly STS-13) was NASA's eleventh Space Shuttle mission, and the fifth mission of Space Shuttle ''Challenger''.&lt;ref name=Hoften&gt;[http://www.jsc.nasa.gov/history/oral_histories/vanHoftenJD/vanHoftenJDA_12-5-07.pdf James D. A. van Hoften] NASA Johnson Space Center Oral History Project. 5 December 2007 Retrieved 20 July 2013&lt;/ref&gt;&lt;ref name=Hart&gt;[http://www.jsc.nasa.gov/history/oral_histories/HartTJ/HartTJ_4-10-03.pdf Terry J. Hart] NASA Johnson Space Center Oral History Project. April 10, 2003 Retrieved July 20, 2013&lt;/ref&gt;

On the second day of the flight, the LDEF was grappled by the Remote Manipulator System (Canadarm) and successfully released into orbit. Its 57 experiments, mounted in 86 removable trays, were contributed by 200 researchers from eight countries. Retrieval of the passive LDEF was initially scheduled for 1985, but schedule delays and the ''Challenger'' disaster of 1986 postponed the retrieval until 12 January 1990, when ''Columbia'' retrieved the LDEF during STS-32.
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==STS-14==
[[Image:STS-41-D launch August 30, 1984.jpg|thumb|left|250px|The launch of Space Shuttle ''Discovery'' on its first mission on 30 August 1984. Credit: NASA.{{tlx|free media}}]]
[[Image:STS41D-01-021.jpg|thumb|right|250px|View of the OAST-1 solar array on STS-41-D is shown. Credit: NASA STS-14 crew.{{tlx|free media}}]]
STS-41-D (formerly STS-14) was the 12th flight of NASA's Space Shuttle program, and the first mission of Space Shuttle ''Discovery''.

A number of scientific experiments were conducted, including a prototype electrical system of the International Space Station, or extendable solar array, that would eventually form the basis of the main solar arrays on the International Space Station (ISS).

The OAST-1 photovoltaic module (solar array), a device {{cvt|4|m}} wide and {{cvt|31|m}} high, folded into a package {{cvt|18|cm}} deep. The array carried a number of different types of experimental solar cells and was extended to its full height several times during the mission. At the time, it was the largest structure ever extended from a crewed spacecraft, and it demonstrated the feasibility of large lightweight solar arrays for use on future orbital installations, such as the International Space Station (ISS).

A student experiment to study crystal growth in microgravity was also carried out.
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==STS-17==
[[Image:SIR-B Sudbury Impact Crater.jpg|thumb|upright=1.0|right|250px|Sample image was taken using the SIR-B over Canada. Credit: NASA STS-17 crew.{{tlx|free media}}]]
[[Image:STS-41-G SIR-B antenna.jpg|thumb|upright=1.0|left|250px|SIR-B antenna deployment is shown. Credit: NASA STS-17 crew.{{tlx|free media}}]]
STS-41-G (formerly STS-17) was the 13th flight of NASA's Space Shuttle program and the sixth flight of Space Shuttle ''Challenger''. ''Challenger'' launched on 5 October 1984.

The Shuttle Imaging Radar-B (SIR-B) was part of the OSTA-3 experiment package (Spacelab) in the payload bay, which also included the Large Format Camera (LFC) to photograph the Earth, another camera called MAPS which measured air pollution, and a feature identification and location experiment called FILE, which consisted of two TV cameras and two {{cvt|70|mm}} still cameras.

The SIR-B was an improved version of a similar device flown on the OSTA-1 package during STS-2. It had an eight-panel antenna array measuring {{cvt|11|xx|2|m}}. It operated throughout the flight, but much of the data had to be recorded on board the orbiter rather than transmitted to Earth in real-time as was originally planned.

SIR-B radar image of the Sudbury impact structure (elliptical because of deformation by Grenville thrusting) and the nearby Wanapitei crater (lake-filled) formed much later. The partially circular lake-filled structure on the right (east) is the 8 km (5 mi) wide Wanapitei crater, estimated to have formed 34 million years (m.y.) ago. The far larger Sudbury structure (second largest on Earth) appears as a pronounced elliptical pattern, more strongly expressed by the low hills to the north. This huge impact crater, with its distinctive outline, was created about 1800 m.y. ago. Some scientists argue that it was at least 245 km (152 mi) across when it was circular. More than 900 m.y. later strong northwestward thrusting of the Grenville Province terrane against the Superior Province (containing Sudbury) subsequently deformed it into its present elliptical shape (geologists will recognize this as a prime example of the &quot;strain ellipsoid&quot; model). After Sudbury was initially excavated, magmas from deep in the crust invaded the breccia filling, mixing with it and forming a boundary layer against its walls. Some investigators think that the resulting norite rocks are actually melted target rocks. This igneous rock (called an &quot;irruptive&quot;) is host to vast deposits of nickel and copper, making this impact structure a 5 billion dollar source of ore minerals since mining began in the last century.

Payload Specialist Scully-Power, an employee of the U.S. Naval Research Laboratory (NRL), performed a series of oceanography observations during the mission. Garneau conducted a series of experiments sponsored by the Canadian government, called CANEX, which were related to medical, atmospheric, climatic, materials and robotic science. A number of Getaway Special (GAS) canisters, covering a wide variety of materials testing and physics experiments, were also flown.
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==STS-19==

STS-51-A (formerly STS-19) was the 14th flight of NASA's Space Shuttle program, and the second flight of Space Shuttle ''Discovery''. The mission launched from Kennedy Space Center on 8 November 1984, and landed just under eight days later on 16 November 1984.

STS-51-F (also known as Spacelab 2) was the 19th flight of NASA's Space Shuttle program and the eighth flight of Space Shuttle ''Challenger''. It launched from Kennedy Space Center, Florida, on 29 July 1985, and landed just under eight days later on 6 August 1985.

Names: Space Transportation System-19 and Spacelab 2.

==STS-21==

STS-51-D was the 16th flight of NASA's Space Shuttle program, and the fourth flight of Space Shuttle ''Discovery''.&lt;ref name=PressKitit51D&gt;{{cite web |url=http://www.shuttlepresskit.com/STS-51D/STS51D.pdf|title=STS-51D Press Kit|author=NASA|accessdate=December 16, 2009}}&lt;/ref&gt;

''Discovery''s other mission payloads included the Continuous Flow Electrophoresis System III (CFES-III), which was flying for sixth time; two Shuttle Student Involvement Program (SSIP) experiments; the American Flight Echo-cardiograph (AFE); two Getaway specials (GASs); a set of Phase Partitioning Experiments (PPE); an astronomical photography verification test; various medical experiments; and &quot;Toys in Space&quot;, an informal study of the behavior of simple toys in a microgravity environment, with the results being made available to school students upon the shuttle's return.&lt;ref&gt;{{cite web |url=https://www.nasa.gov/mission_pages/shuttle/shuttlemissions/archives/sts-51D.html|title=STS-51D|publisher=NASA|accessdate=January 16, 2018|date=February 18, 2010}}&lt;/ref&gt;

==STS-22==
[[Image:STS-51-B crew in Spacelab.jpg|thumb|right|250px|Space Transportation System-17, Spacelab 3, Overmyer, Lind, van den Berg, and Thornton are in the Spacelab Module LM1 during flight. Credit: STS-22 crew.{{tlx|free media}}]]
[[Image:STS-51B launch.jpg|thumb|upright=1.0|left|250px|Launch of STS-51B is shown. Credit:NASA.{{tlx|free media}}]]
STS-51B was the 17th flight of NASA's Space Shuttle program, and the seventh flight of Space Shuttle ''Challenger''.

STS-51B was the second flight of the European Space Agency (ESA)'s Spacelab pressurized module, and the first with the Spacelab module in a fully operational configuration. Spacelab's capabilities for multi-disciplinary research in microgravity were successfully demonstrated. The gravity gradient attitude of the orbiter proved quite stable, allowing the delicate experiments in materials processing and fluid mechanics to proceed normally. The crew operated around the clock in two 12-hour shifts. Two squirrel monkeys and 24 Brown rats were flown in special cages,&lt;ref&gt;|url=https://web.archive.org/web/20110719061203/http://lis.arc.nasa.gov/lis/Programs/STS/STS_51B/STS_51B.html|date=July 19, 2011&lt;/ref&gt; the second time American astronauts flew live non-human mammals aboard the shuttle. The crew members in orbit were supported 24 hours a day by a temporary Payload Operations Control Center, located at the Johnson Space Center.

On the mission, Spacelab carried 15 primary experiments, of which 14 were successfully performed. Two Getaway Special (GAS) experiments required that they be deployed from their canisters, a first for the program. These were NUSAT (Northern Utah Satellite) and GLOMR (Global Low Orbiting Message Relay satellite). NUSAT deployed successfully, but GLOMR did not deploy, and was returned to Earth.
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==STS-23==
[[Image:STS-51-G Morelos 1 deployment.jpg|thumb|right|250px|Mexico's Morelos satellite deploys from Discovery's payload bay. Credit: NASA STS-23 crew.{{tlx|free media}}]]
[[Image:STS-51-G Spartan 1.jpg|thumb|left|250px|Spartan 1 is shown after deployment on STS-51-G. Credit: NASA STS-23 crew.{{tlx|free media}}]]
STS-51-G was the 18th flight of NASA's Space Shuttle program, and the fifth flight of Space Shuttle ''Discovery''.

The SPARTAN-1 (Shuttle Pointed Autonomous Research Tool for AstroNomy) a deployable/retrievable carrier module, was designed to be deployed from the orbiter and fly free in space before being retrieved. SPARTAN-1 included {{cvt|140|kg}} of astronomy experiments. It was deployed and operated successfully, independent of the orbiter, before being retrieved. ''Discovery'' furthermore carried an experimental materials-processing furnace, two French biomedical experiments (French Echocardiograph Experiment (FEE) and French Postural Experiment (FPE)),&lt;ref name=SF51G&gt;{{cite web|title=STS-51G|url=http://spacefacts.de/mission/english/sts-51g.htm|publisher=Spacefacts|accessdate=23 January 2021}}&lt;/ref&gt; and six Getaway Special (GAS) experiments, which were all successfully performed, although the GO34 Getaway Special shut down prematurely. This mission was also the first flight test of the OEX advanced autopilot which gave the orbiter capabilities above and beyond those of the baseline system.

The mission's final payload element was a High Precision Tracking Experiment (HPTE) for the Strategic Defense Initiative (SDI) (nicknamed &quot;Star Wars&quot;); the HPTE successfully deployed on orbit 64.
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==STS-24==
[[Image:STS-51-F shuttle.jpg|thumb|upright=1.0|left|250px|Aborted launch attempt is at T-3 seconds on 12 July 1985. Credit: NASA.{{tlx|free media}}]]
[[Image:STS-51-F Plasma Diagnostics Package.jpg|thumb|upright=1.0|right|250px|The Plasma Diagnostics Package (PDP) is grappled by the Canadarm. Credit: NASA STS-24 crew.{{tlx|free media}}]]
[[Image:Isabella lake STS51F-42-34.jpg|thumb|upright=1.0|right|250px|A view of the Sierra Nevada mountains and surroundings from Earth orbit was taken on the STS-51-F mission. Credit: NASA STS-24 crew.{{tlx|free media}}]]
STS-51-F (also known as Spacelab 2) was the 19th flight of NASA's Space Shuttle program and the eighth flight of Space Shuttle ''Challenger''.

STS-51-F's primary payload was the laboratory module Spacelab 2. A special part of the modular Spacelab system, the &quot;Spacelab igloo&quot;, which was located at the head of a three-pallet train, provided on-site support to instruments mounted on pallets. The main mission objective was to verify performance of Spacelab systems, determine the interface capability of the orbiter, and measure the environment created by the spacecraft. Experiments covered life sciences, plasma physics, astronomy, high-energy astrophysics, solar physics, atmospheric physics and technology research. Despite mission replanning necessitated by ''Challenger''s abort to orbit trajectory, the Spacelab mission was declared a success.

The flight marked the first time the European Space Agency (ESA) Instrument Pointing System (IPS) was tested in orbit. This unique pointing instrument was designed with an accuracy of one arcsecond. Initially, some problems were experienced when it was commanded to track the Sun, but a series of software fixes were made and the problem was corrected. In addition, Anthony W. England became the second amateur radio operator to transmit from space during the mission.

The Plasma Diagnostics Package (PDP), which had been previously flown on STS-3, made its return on the mission, and was part of a set of plasma physics experiments designed to study the Earth's ionosphere. During the third day of the mission, it was grappled out of the payload bay by the Remote Manipulator System (Canadarm) and released for six hours.&lt;ref name=report&gt;{{cite web|title=STS-51F National Space Transportation System Mission Report|url=https://www.scribd.com/doc/52621059/STS-51F-National-Space-Transportation-System-Mission-Report|publisher=NASA Lyndon B. Johnson Space Center|accessdate=March 1, 2014|page=2|date=September 1985}}&lt;/ref&gt; During this time, ''Challenger'' maneuvered around the PDP as part of a targeted proximity operations exercise. The PDP was successfully grappled by the Canadarm and returned to the payload bay at the beginning of the fourth day of the mission.&lt;ref name=report/&gt;

In an experiment during the mission, thruster rockets were fired at a point over Tasmania and also above Boston to create two &quot;holes&quot; – plasma depletion regions – in the ionosphere. A worldwide group collaborated with the observations made from Spacelab 2.&lt;ref&gt;{{cite web|url=http://harveycohen.net/essex/index.htm|title=Elizabeth A. Essex-Cohen Ionospheric Physics Papers |date=2007|accessdate=5 February 2022}}&lt;/ref&gt;
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==STS-26==
[[Image:Return_to_Flight_Launch_of_Discovery_-_GPN-2000-001871.jpg|thumb|upright=1.0|left|250px|''Discovery'' lifts off from KSC, the first shuttle mission after the Challenger disaster. Credit: NASA.{{tlx|free media}}]]
[[Image:ISD highres STS026 STS026-43-82.JPG|thumb|right|250px|This 70mm southward-looking view over the Pacific Ocean features the Hawaiian Islands chain. Credit: NASA STS-26 crew.{{tlx|free media}}]]
[[Image:EFS highres STS026 STS026-43-98.JPG|thumb|right|250px|Chad is photographed from orbit on STS-26. Credit: NASA STS-26 crew.{{tlx|free media}}]]
[[Image:EFS highres STS026 STS026-42-23.JPG|thumb|right|250px|Jebel Marra, Sudan, is photographed from Discovery, STS-26. Credit: NASA STS-26 crew.{{tlx|free media}}]]
The materials processing experiments included two Shuttle Student Involvement Projects, one on titanium grain formation and the other on controlling crystal growth with a membrane. Another materials science experiment, the Physical Vapor Transport of Organic Solids-2 (PVTOS-2), was a joint project of NASA's Office of Commercial Programs and the 3M company.

Three life sciences experiments were conducted, including one on the aggregation of red blood cells, intended to help determine if microgravity can play a beneficial role in clinical research and medical diagnostic tests. Two further experiments involved atmospheric sciences, while one was in communications research.

* Physical Vapor Transport of Organic Solids (PVTOS-2)
* Protein Crystal Growth (PCG)
* Infrared Communications Flight Experiment (IRCFE)
* Aggregation of Red Blood Cells (ARC)
* Isoelectric Focusing Experiment (IFE)
* Mesoscale Lightning Experiment (MLE)
* Phase Partitioning Experiment (PPE)
* Earth-Limb Radiance Experiment (ELRAD)
* Automated Directional Solidification Furnace (ADSF)
* Two Shuttle Student Involvement Program (SSIP) experiments
* Voice Control Unit test and evaluation (VCU)

The Hawaiian Islands shown in the image on the right perturb the prevailing northeasterly winds producing extensive cloud wakes in the lee of the islands. The atmospheric haze in the Hawaii wake is probably a result of the continuing eruptions of Kilauea volcano on the southeast coast. From the lower right corner in a diagonal directed upward to the north are the islands of Nihau (1), Kauai (2), Oahu (3), Molokai (4), Lanai (5), Maui (6), Kahoolawe (7), and Hawaii (8).
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==STS-43==
[[Image:STS-43 Launch - GPN-2000-000731.jpg|thumb|upright=1.0|left|250px|Launch shows Space Shuttle ''Atlantis'' from the Kennedy Space Center. Credit: NASA.{{tlx|free media}}]]
[[Image:Sts-43crew.jpg|thumb|upright=1.0|right|250px|Crew members pose for on-orbit portrait in the middeck of ''Atlantis''. Credit: NASA STS-43 crew.{{tlx|free media}}]]
STS-43, the ninth mission for Space Shuttle ''Atlantis'', was a nine-day mission to test an advanced heatpipe radiator for potential use on the then-future space station, conduct a variety of medical and materials science investigations, and conduct astronaut photography of Earth.

On the left, the Space Shuttle ''Atlantis'' streaks skyward as sunlight pierces through the gap between the orbiter and ET assembly. ''Atlantis'' lifted off on the 42nd space shuttle flight at 11:02 a.m. EDT on August 2, 1991 carrying a crew of five and TDRS-E. A remote camera at the 275-foot level of the Fixed Surface Structure took this picture.

STS-43 crewmembers pose for on-orbit (in space) portrait on the middeck of ''Atlantis'', Orbiter Vehicle (OV) 104. At the left side of the frame are the forward lockers and at the right is the open airlock hatch. In between and in front of the starboard wall-mounted sleep restraints are (left to right) Mission Specialist (MS) G. David Low, MS Shannon W. Lucid, MS James C. Adamson, Commander John E. Blaha, and Pilot Michael A. Baker.
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==Reflections==
{{main|Radiation astronomy/Reflections}}
[[Image:Ash and Steam Plume, Soufriere Hills Volcano, Montserrat.jpg|thumb|right|250px|This oblique astronaut photograph from the International Space Station (ISS) captures a white-to-grey volcanic ash and steam plume extending westwards from the Soufriere Hills volcano. Credit: NASA Expedition 21 crew.{{tlx|free media}}]]
The Soufrière Hills, a volcano on the island of Montserrat, in the Lesser Antilles island chain in the Caribbean Sea, has been active since 1995. The most recent eruptive phase of the volcano began with a short swarm of volcano-tectonic earthquakes—earthquakes thought to be caused by movement of magma beneath a volcano—on October 4, 2009, followed by a series of ash-venting events that have continued through October 13, 2009. These venting events create plumes that can deposit ash at significant distances from the volcano. In addition to ash plumes, pyroclastic flows and lava dome growth have been reported as part of the current eruptive activity.

This oblique astronaut photograph from the International Space Station (ISS) captures a white-to-gray ash and steam plume extending westwards from the volcano on October 11, 2009. Oblique images are taken by astronauts looking out from the ISS at an angle, rather than looking straight downward toward the Earth (a perspective called a nadir view), as is common with most remotely sensed data from satellites. An oblique view gives the scene a more three-dimension quality, and provides a look at the vertical structure of the volcanic plume.

While much of the island is covered in green vegetation, gray deposits that include pyroclastic flows and volcanic mudflows (lahars) are visible extending from the volcano toward the coastline. When compared to its extent in earlier views, the volcanic debris has filled in more of the eastern coastline. Urban areas are visible in the northern and western portions of the island; they are recognizable by linear street patterns and the presence of bright building rooftops. The silver-gray appearance of the Caribbean Sea surface is due to sunglint, which is the mirror-like reflection of sunlight off the water surface back towards the handheld camera onboard the ISS. The sunglint highlights surface wave patterns around the island.
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==Visuals==
{{main|Radiation astronomy/Visuals}}
[[Image:El Misti Volcano and Arequipa, Peru.jpg|thumb|right|250px|This mosaic of two astronaut photographs illustrates the closeness of Arequipa, Peru, to the 5,822-meter-high El Misti Volcano. Credit: This image was taken by the NASA Expedition 21 crew.{{tlx|free media}}]]
This mosaic on the right of two astronaut photographs illustrates the closeness of Arequipa, Peru, to the 5,822-meter-high El Misti Volcano. The city centre of Arequipa, Peru, lies only 17 kilometres away from the summit of El Misti; the grey urban area is bordered by green agricultural fields (image left). Much of the building stone for Arequipa, known locally as sillar, is quarried from nearby pyroclastic flow deposits that are white. Arequipa is known as “the White City” because of the prevalence of this building material. The Chili River extends north-eastwards from the city centre and flows through a canyon (image right) between El Misti volcano and Nevado Chachani to the north.
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==Blues==
{{main|Radiation astronomy/Blues}}
[[Image:Ifalik ISS021.png|thumb|right|250px|NASA astronaut image is of Ifalik Atoll, Yap State, Federated States of Micronesia. Credit: ISS Expedition 21 Crew Earth Observations.{{tlx|free media}}]]
Ifalik is a coral atoll of four islands in the central Caroline Islands in the Pacific Ocean, and forms a legislative district in Yap State in the Federated States of Micronesia. Ifalik is located approximately {{convert|40|km|mi}} east of Woleai and {{convert|700|km|mi}} southeast of the island of Yap. The population of Ifalik was 561 in 2000,&lt;ref&gt;{{cite web|website=The Pacific Community|url=https://web.archive.org/web/20100924233537/http://www.spc.int/prism/country/fm/stats/Census%20%26%20Surveys/2000/Yap-BT.pdf
|title=Census &amp; Surveys: 2000: Yap|accessdate=4 September 2020}}&lt;/ref&gt; living on 1.5&amp;nbsp;km&lt;sup&gt;2&lt;/sup&gt;. The primary islets of Ifalik are called Ella, Elangelap, Rawaii, and Falalop, which is the atoll's main island.&lt;ref&gt;[http://www.pacificweb.org/DOCS/fsm/Yap2000Census/2000%20Yap%20Census%20Report_Final.pdf Pacificweb]&lt;/ref&gt;

The total land area of Ifalik is only {{convert|1.47 |km2|sqmi}}, but it encloses a {{convert|20|m|ft}} deep lagoon of {{convert|2.43|km2|sqmi}}.&lt;ref&gt;Otis W. Freeman, ed., Geography of the Pacific, Wiley 1953&lt;/ref&gt; The total area is about six square kilometers.&lt;ref&gt;[ftp://rock.geosociety.org/pub/reposit/2001/2001075.pdf Geosociety], January 2020, InternetArchiveBot&lt;/ref&gt;

Ifalik is known as a “warrior island”. Prior to European contact, its warriors invaded the outer islands in Yap as well as some of the outer islands in Chuuk. Atolls under the attack included, Lamotrek, Faraulep, Woleai, Elato, Satawal, Ulithi, and Poluwat (outer islet of Chuuk).
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==Greens==
{{main|Radiation astronomy/Greens}}
[[Image:ISS021-E-15710 Pearl Harbor, Hawaii.jpg|thumb|right|250px|This detailed astronaut photograph illustrates the southern coastline of the Hawaiian island Oahu, including Pearl Harbor. Credit: ISS Expedition 21 Crew Earth Observations.{{tlx|free media}}]]
A comparison between this image and a 2003 astronaut photograph of Pearl Harbor suggests that little observable land use or land cover change has occurred in the area over the past six years. The most significant difference is the presence of more naval vessels in the Reserve Fleet anchorage in Middle Loch (image center). The urban areas of Waipahu, Pearl City, and Aliamanu border the harbor to the northwest, north, and east. The built-up areas, recognizable by linear streets and white rooftops, contrast sharply with the reddish volcanic soils and green vegetation on the surrounding hills.
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==Oranges==
{{main|Radiation astronomy/Oranges}}
[[Image:Northern Savage Island, Atlantic Ocean.jpg|thumb|right|250px|Selvagem Grande, with an approximate area of 4 square kilometres, is the largest of the Savage Islands. Credit: NASA Expedition 21 crew.{{tlx|free media}}]]
[[Image:Ounianga Lakes from ISS.jpg|thumb|left|250px|This astronaut photograph features one of the largest of a series of ten mostly fresh water lakes in the Ounianga Basin in the heart of the Sahara Desert of northeastern Chad. Credit: NASA Expedition 21 crew.{{tlx|free media}}]]
[[Image:Southern Savage Islands, Atlantic Ocean.jpg|thumb|right|250px|The irregularly-shaped Ilhéus do Norte, Ilhéu de Fora, and Selvagem Pequena are visible in the centre of the image. Credit: NASA Expedition 21 crew.{{tlx|free media}}]]
Selvagem Grande Island is part of the Savage Islands archipelago, which themselves are part of the Portuguese Autonomous Region of Madeira in the North Atlantic Ocean.

The island ({{convert|2000|x|1700|m}}) belongs to the northeast group of the Savage Islands, which comprises in addition three islets: Sinho Islet, Palheiro de Terra and Palheiro do Mar.&lt;ref name=&quot;NatGeoReport&quot; /&gt;

It is generally flat, but has three summits, remnants of former volcanic cones appropriately named Atalaia, Tornozelos and Inferno, Atalaia being the highest of the three, reaching {{convert|163|m|ft|0|abbr=on}} in altitude.&lt;ref name=&quot;NatGeoReport&quot;&gt;{{cite web |title=Marine Biodiversity and Ecosystem Health of Ilhas Selvagens, Portugal |url=https://media.nationalgeographic.org/assets/file/PristineSeasSelvagensScientificReport.pdf |publisher=National Geographic Society |accessdate=4 November 2020}}&lt;/ref&gt;

The lakes in the image on the left are remnants of a single large lake, probably tens of kilometers long, that once occupied this remote area approximately 14,800 to 5,500 years ago. As the climate dried out during the subsequent millennia, the lake shrank, and large, wind-driven sand dunes invaded the original depression, dividing it into several smaller basins.
The area shown in this image is approximately 11 by 9 kilometers. The lakes’ dark surfaces are almost completely segregated by linear, orange sand dunes that stream into the depression from the northeast. The almost-year-round northeast winds and cloudless skies make for very high evaporation rates; an evaporation rate of more than 6 meters per year has been measured in one of the nearby lakes. Despite this, only one of the ten lakes is saline.

In the second image down on the right, the other Savage islands are ringed by bright white breaking waves along the fringing beaches.
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==Reds==
{{main|Radiation astronomy/Reds}}
[[Image:Ankara, Turkey.jpg|thumb|right|250px|The central portion of the capital city of Turkey, Ankara, is featured in this astronaut photograph. Credit: NASA Expedition 19 crew.{{tlx|free media}}]]
The central portion of the capital city of Turkey, Ankara, is featured in this astronaut photograph. Hill slopes around the city (image left and right) are fairly green due to spring rainfall. One of the most striking aspects of the urban area is the almost uniform use of red brick roofing tiles, which contrast with lighter-coloured roads; the contrast is particularly evident in the northern (image lower left) and southern (image upper right) portions of the city. Numerous parks are visible as green patches interspersed within the red-roofed urban region. A region of cultivated fields in the western portion of the city (image centre) is a recreational farming area known as the Atatürk Forest Farm and Zoo—an interesting example of intentional preservation of a former land use within an urban area.
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==Capes==
[[Image:Cape canaveral.jpg|thumb|right|250px|Cape Canaveral, Florida, and the NASA John F. Kennedy Space Center are shown in this near-vertical photograph. Credit: NASA STS-43 crew.{{tlx|free media}}]]
'''Def.''' a &quot;piece or point of land, extending beyond the adjacent coast into a sea or lake&quot;&lt;ref name=CapeWikt&gt;{{ cite book
|title=cape
|publisher=Wikimedia Foundation, Inc
|location=San Francisco, California
|date=15 December 2014
|url=https://en.wiktionary.org/wiki/cape
|accessdate=2014-12-20 }}&lt;/ref&gt; is called a '''cape'''.
{{clear}}

==Coastlines==
[[Image:Dalmatian Coastline near Split, Croatia.jpg|thumb|right|250px|Dalmatian Coastline near Split, Croatia, is shown. Credit: NASA Expedition 19 crew.{{tlx|free media}}]]
In this image on the right, a thin zone of disturbed water (tan patches) marking a water boundary appears in the Adriatic Sea between Split and the island of Brač. It may be a plankton bloom or a line of convergence between water masses, which creates rougher water.
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==Craters==
{{main|Radiation astronomy/Craters}}
[[Image:ISS020-E-026195 Aorounga Impact Crater Chad.jpg|thumb|right|250px|The concentric ring structure of the Aorounga crater—renamed Aorounga South in the multiple-crater interpretation of SIR data—is clearly visible in this detailed astronaut photograph. Credit: NASA Expedition 20 crew.{{tlx|free media}}]]
[[Image:Mount Tambora Volcano, Sumbawa Island, Indonesia.jpg|thumb|left|250px|This detailed astronaut photograph depicts the summit caldera of the Mount Tambora. Credit: NASA ISS Expedition 20 crew.{{tlx|free media}}]]
The concentric ring structure of the Aorounga crater—renamed Aorounga South in the multiple-crater interpretation of SIR data—is clearly visible in this detailed astronaut photograph on the right. The central highland, or peak, of the crater is surrounded by a small sand-filled trough; this in turn is surrounded by a larger circular trough. Linear rock ridges alternating with light orange sand deposits cross the image from upper left to lower right; these are called yardangs by geomorphologists. Yardangs form by wind erosion of exposed rock layers in a unidirectional wind field. The wind blows from the northeast at Aorounga, and sand dunes formed between the yardangs are actively migrating to the southwest.

Aorounga Impact Crater is located in the Sahara Desert, in north-central Chad, and is one of the best preserved impact structures in the world. The crater is thought to be middle or upper Devonian to lower Mississippian (approximately 345–370 million years old) based on the age of the sedimentary rocks deformed by the impact. Spaceborne Imaging Radar (SIR) data collected in 1994 suggests that Aorounga is one of a set of three craters formed by the same impact event. The other two suggested impact structures are buried by sand deposits.

The concentric ring structure of the Aorounga crater—renamed Aorounga South in the multiple-crater interpretation of SIR data—is clearly visible in this detailed astronaut photograph. The central highland, or peak, of the crater is surrounded by a small sand-filled trough; this in turn is surrounded by a larger circular trough. Linear rock ridges alternating with light orange sand deposits cross the image from upper left to lower right; these are called yardangs by geomorphologists. Yardangs form by wind erosion of exposed rock layers in a unidirectional wind field. The wind blows from the northeast at Aorounga, and sand dunes formed between the yardangs are actively migrating to the southwest.
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==Glaciology==
{{main|Radiation astronomy/Cryometeors}}
[[Image:Upsala Glacier, Argentina.jpg|thumb|right|250px|The Southern Patagonian Icefield of Argentina and Chile is the southern remnant of the Patagonia Ice Sheet that covered the southern Andes Mountains during the last ice age. Credit: NASA Expedition 21 crew.{{tlx|free media}}]]
The Southern Patagonian Icefield of Argentina and Chile is the southern remnant of the Patagonia Ice Sheet that covered the southern Andes Mountains during the last ice age. This detailed astronaut photograph on the right illustrates the terminus of one of the ice-field’s many spectacular glaciers—Upsala Glacier, located on the eastern side of the ice-field.

This image was taken during spring in the Southern Hemisphere, and icebergs were calving from the glacier terminus into the waters of Lago Argentino (Lake Argentina, image right). Two icebergs are especially interesting because they retain fragments of the moraine (rock debris) that forms a dark line along the upper surface of the glacier. The inclusion of the moraine illustrates how land-based rocks and sediment may wind up in ocean sediments far from shore.

Moraines are formed from rock and soil debris that accumulate along the front and sides of a flowing glacier. The glacier is like a bulldozer that pushes soil and rock in front of it, leaving debris on either side. When two glaciers merge (image centre), moraines along their edges can join to form a medial moraine that is drawn out along the upper surface of the new glacier.
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==Lakes==
[[Image:STS001-012-0363 - View of China (Retouched).tif|thumb|right|250px|View shows the lake Jieze Caka in Tibet. Credit: NASA STS-1 crew, [[c:user:Askeuhd|Askeuhd]].{{tlx|free media}}]]
[[Image:STS002-13-274 - View of China.jpg|thumb|left|250px|The image shows Bangong Lake in Himalaya, China. Credit: STS-2 crew.{{tlx|free media}}]]
'''Def.''' a &quot;large, [landlocked]&lt;ref name=LakeWikt1&gt;{{ cite book
|author=[[wikt:User:Paul G|Paul G]]
|title=lake
|publisher=Wikimedia Foundation, Inc
|location=San Francisco, California
|date=15 December 2003
|url=https://en.wiktionary.org/wiki/lake
|accessdate=15 July 2022 }}&lt;/ref&gt; stretch of water&quot;&lt;ref name=LakeWikt&gt;{{ cite book
|author=[[wikt:User:Polyglot|Polyglot]]
|title=lake
|publisher=Wikimedia Foundation, Inc
|location=San Francisco, California
|date=11 July 2003
|url=https://en.wiktionary.org/wiki/lake
|accessdate=15 July 2022 }}&lt;/ref&gt; is called a '''lake'''.

The image on the right show the Tibetan plateau containing lake Jieze Caka.
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==Mountains==
[[Image:Saint Helena Island.jpg|thumb|250px|right|This astronaut photograph shows the island’s sharp peaks and deep ravines; the rugged topography results from erosion of the volcanic rocks that make up the island. Credit: NASA Expedition 19 crew.{{tlx|free media}}]]
'''Def.''' a &quot;large mass of earth and rock, rising above the common level of the earth or adjacent land, usually given by geographers as above 1000 feet in height (or 304.8 metres), though such masses may still be described as hills in comparison with larger mountains&quot;&lt;ref name=MountainWikt&gt;{{ cite book
|author=[[wikt:User:92.7.198.35|92.7.198.35]]
|title=mountain
|publisher=Wikimedia Foundation, Inc
|location=San Francisco, California
|date=9 January 2011
|url=https://en.wiktionary.org/wiki/mountain
|accessdate=2014-12-14 }}&lt;/ref&gt; is called a '''mountain'''.

The image on the right was acquired by astronauts onboard the International Space Station as part of an ongoing effort (the HMS Beagle Project) to document current biodiversity in areas visited by Charles Darwin.

Saint Helena Island, located in the South Atlantic Ocean approximately 1,860 kilometers (1,156 miles) west of Africa, was one of the many isolated islands that naturalist Charles Darwin visited during his scientific voyages in the nineteenth century. He visited the island in 1836 aboard the HMS Beagle, recording observations of the plants, animals, and geology that would shape his theory of evolution.

The astronaut photograph shows the island’s sharp peaks and deep ravines; the rugged topography results from erosion of the volcanic rocks that make up the island. The change in elevation from the coast to the interior creates a climate gradient. The higher, wetter center is covered with green vegetation, whereas the lower coastal areas are drier and hotter, with little vegetation cover. Human presence on the island has also caused dramatic changes to the original plants and animals of the island. Only about 10 percent of the forest cover observed by the first explorers now remains in a semi-natural state, concentrated in the interior highlands.
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==Rock structures==
{{main|Radiation astronomy/Rocks}}
[[Image:Big Thomson Mesa, Capitol Reef National Park, Utah.jpg|thumb|right|250px|This detailed astronaut photograph shows part of Big Thomson Mesa, near the southern end of Capitol Reef National Park. Credit: NASA Expedition 20 crew.{{tlx|free media}}]]
This detailed astronaut photograph on the right shows part of Big Thomson Mesa, near the southern end of Capitol Reef National Park. Capitol Reef National Park is located on the Colorado Plateau, which occupies the adjacent quarters of Arizona, Colorado, New Mexico, and Utah. Big Thomson Mesa (image left) is part of a large feature known as the en:Waterpocket Fold. The Fold is a geologic structure called a monocline—layers of generally flat-lying sedimentary rock with a steep, one-sided bend, like a carpet runner draped over a stair step. Geologists think that monoclines on the Colorado Plateau result from faulting (cracking) of deeper and more brittle crystalline rocks under tectonic pressure; while the crystalline rocks were broken into raised or lowered blocks, the overlaying, less brittle sedimentary rocks were flexed without breaking.

The portion of the Waterpocket Fold illustrated in this image includes layered rocks formed during the Mesozoic Era (about 250 – 65 million years ago). The oldest layers are at the bottom of the sequence, with each successive layer younger than the preceding one going upwards in the sequence. Not all of the formation’s rock layers are clearly visible, but some of the major layers (units to geologists) can be easily distinguished. The top half of the image includes the oldest rocks in the view: dark brown and dark green Moenkopi and Chinle Formations. Moving toward the foot of the mesa, two strikingly coloured units are visible near image centre: light red to orange Wingate Sandstone and white Navajo Sandstone. Beyond those units, reddish brown to brown Carmel Formation and Entrada Sandstone occupy a topographic bench at the foot of a cliff. The top of the cliff face above this bench—Big Thomson Mesa—is comprised of brown Dakota Sandstone. This sequence represents more than 100 million years of sediments being deposited and turned into rock. Much younger Quaternary (2-million- to approximately 10,000-year-old) deposits are also present in the view.

The area shown in this astronaut photograph is located approximately 65 kilometers to the southeast of Fruita, UT near the southern end of Capitol Reef National Park.
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==Volcanoes==
[[Image:Mount Hood, Oregon.jpg|thumb|right|250px|Gray volcanic deposits from Mount Hood extend southwards along the banks of the White River (image lower left). Credit: NASA Expedition 20 crew.{{tlx|free media}}]]
[[Image:Teide Volcano, Canary Islands, Spain.jpg|thumb|left|250px|This detailed astronaut photograph features two stratovolcanoes—Pico de Teide and Pico Viejo—located on Tenerife Island. Credit: NASA Expedition 20 crew.{{tlx|free media}}]]
Gray volcanic deposits extend southwards along the banks of the White River (image lower left) and form several prominent ridges along the south-east to south-west flanks of the volcano. The deposits contrast sharply with the green vegetation on the lower flanks of the volcano. North is to the right.

The detailed astronaut photograph on the left features two stratovolcanoes—Pico de Teide and Pico Viejo—located on Tenerife Island, part of the Canary Islands of Spain. Stratovolcanoes are steep-sided, typically conical volcanoes formed by interwoven layers of lava and fragmented rock material from explosive eruptions. Pico de Teide has a relatively sharp peak, whereas an explosion crater forms the summit of Pico Viejo. The two stratovolcanoes formed within an even larger volcanic structure known as the Las Cañadas caldera. A caldera is a large collapse depression usually formed when a major eruption completely empties the magma chamber underlying a volcano. The last eruption of Teide occurred in 1909. Sinuous flow levees marking individual lava flows are perhaps the most striking volcanic features visible in the image. Flow levees are formed when the outer edges of a channelized lava flow cool and harden while the still-molten interior continues to flow downhill. Numerous examples radiate outwards from the peaks of both Pico de Teide and Pico Viejo. Brown to tan overlapping lava flows and domes are visible to the east-south-east of the Teide stratovolcano.
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==See also==
{{div col|colwidth=20em}}
* [[Radiation astronomy/Gravitationals|Gravitational astronomy]]
* [[Radiation astronomy/Infrareds|Infrared astronomy]]
* [[Radiation astronomy/Radars|Radar astronomy]]
* [[Radio astronomy]]
* [[Submillimeter astronomy]]
* [[Radiation astronomy/Superluminals|Superluminal astronomy]]
{{Div col end}}

==References==
{{reflist|2}}

==External links==
* [http://www.iau.org/ International Astronomical Union]
* [http://nedwww.ipac.caltech.edu/ NASA/IPAC Extragalactic Database - NED]
* [http://nssdc.gsfc.nasa.gov/ NASA's National Space Science Data Center]
* [http://www.ncbi.nlm.nih.gov/sites/gquery NCBI All Databases Search]
* [http://www.osti.gov/ Office of Scientific &amp; Technical Information]
* [http://www.ncbi.nlm.nih.gov/pccompound PubChem Public Chemical Database]
* [http://www.adsabs.harvard.edu/ The SAO/NASA Astrophysics Data System]
* [http://www.scirus.com/srsapp/advanced/index.jsp?q1= Scirus for scientific information only advanced search]
* [http://cas.sdss.org/astrodr6/en/tools/quicklook/quickobj.asp SDSS Quick Look tool: SkyServer]
* [http://simbad.u-strasbg.fr/simbad/ SIMBAD Astronomical Database]
* [http://simbad.harvard.edu/simbad/ SIMBAD Web interface, Harvard alternate]
* [http://nssdc.gsfc.nasa.gov/nmc/SpacecraftQuery.jsp Spacecraft Query at NASA]
* [http://heasarc.gsfc.nasa.gov/cgi-bin/Tools/convcoord/convcoord.pl Universal coordinate converter]

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      <timestamp>2022-07-21T14:58:59Z</timestamp>
      <contributor>
        <username>Jtwsaddress42</username>
        <id>234843</id>
      </contributor>
      <comment>/* Wächtershäuser, Günter (1938 - ) */</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="557" xml:space="preserve">{{RoundBoxTop|theme=3}}
=== [[w:G%C3%BCnter_W%C3%A4chtersh%C3%A4user|Wächtershäuser, Günter (1938 - )]] ===
&lt;hr /&gt;
[[File:Drwachteshauser1-signed.jpg|thumb|Günter Wächtershäuser (1938 - )]]
'''Notable Accomplishments'''
* The Iron-Sulfur World theory of Chemoautotrophic Origins
&lt;br /&gt;&lt;hr /&gt;
'''Publications'''
{{User:Jtwsaddress42/Bibliography/Wächtershäuser,_Günter}}
&lt;br /&gt;&lt;hr /&gt;
{{User:Jtwsaddress42/Bibliography/Wächtershäuser et al.}}
&lt;br /&gt;&lt;hr /&gt;
'''Related'''
{{User:Jtwsaddress42/Bibliography/Hagmann, Michael}}
{{RoundBoxBottom}}
&lt;hr /&gt;</text>
      <sha1>lsw59tg1dzkuc1xs2qnv24r6x9ua18n</sha1>
    </revision>
  </page>
  <page>
    <title>User:Jtwsaddress42/Gallery/Animal Origins</title>
    <ns>2</ns>
    <id>285312</id>
    <revision>
      <id>2408653</id>
      <parentid>2406354</parentid>
      <timestamp>2022-07-22T02:57:47Z</timestamp>
      <contributor>
        <username>Jtwsaddress42</username>
        <id>234843</id>
      </contributor>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="4353" xml:space="preserve">{| align= center | style=&quot;font-size:85%&quot;
|{{Gallery
 | title =  ''Cavalier-Smith's Animal Origins''
 | width = 100
 | height = 100
 | align= center
 | File:Multigene-Phylogeny-of-Choanozoa-and-the-Origin-of-Animals-pone.0002098.g001.jpg | alt1= Multigene-Phylogeny-of-Choanozoa-and-the-Origin-of-Animals | Multigene-Phylogeny-of-Choanozoa-and-the-Origin-of-Animals
 | File:Multigene-Phylogeny-of-Choanozoa-and-the-Origin-of-Animals-pone.0002098.g002.jpg | alt2= Multigene-Phylogeny-of-Choanozoa-and-the-Origin-of-Animals | Multigene-Phylogeny-of-Choanozoa-and-the-Origin-of-Animals
 | File:Multigene-Phylogeny-of-Choanozoa-and-the-Origin-of-Animals-pone.0002098.g003.jpg | alt3= Multigene Phylogeny of Choanozoa and the Origin of Animals | Multigene Phylogeny of Choanozoa and the Origin of Animals {{efn|The five choanozoan classes (bold) form at least four distinct clades, one probably related to fungi and the others to animals. Innovations in [[pseudopod]] character and their multiple losses with the origin of cell walls during nutritional shifts from engulfing prey (phagotrophy) to [[saprotrophy]] or [[parasitism]] are indicated by bars. In the common ancestor of animals and choanoflagellates a subset of the [[filozoan]] actin-supportd tentacles aggregated as a collar around the [[cilium]] ([[flagellum]]) for filter feeding. Epithelia and connective tissue made the first animals: the filter-feeding sponges.}}{{sfn|Shalchian-Tabrizi|Minge|Espelund|Orr|2008}}
 | File:T.Cavalier-Smith (2017) Rstb20150476f01 - CC(BY)4.0.jpg | alt4= Cell structure divergence in phagotrophic non-amoeboid flagellates | Cell structure divergence in phagotrophic non-amoeboid flagellates{{efn|Cell structure divergence in phagotrophic non-amoeboid flagellates provided the basis for evolving animals, fungi, plants and chromists.  Original description: &quot;Cell structure divergence in phagotrophic non-amoeboid flagellates provided the basis for evolving animals, fungi, plants and chromists.&lt;br /&gt;Pseudopodia evolved secondarily, myosin II providing the basis for pseudopodia in animals, Amoebozoa (and Percolozoa) and muscles.&lt;br /&gt;Chloroplasts, originating when the plant ancestor enslaved and modified undigested cyanobacteria, were transferred laterally (red arrow) to make chromists (e.g. brown seaweeds, diatoms, dinoflagellates) whose ancestor modified an enslaved undigested red alga.&lt;br /&gt;The most basic eukaryote structural dichotomy contrasts Euglenozoa (parallel centrioles; cilia with paraxonemal rods; cytopharynx for feeding) and excavates (Percolozoa, Eolouka, Neolouka: orthogonal centrioles: no paraxonemal rods; feeding by phagocytosing prey drawn into a ventral groove by posterior ciliary currents).&lt;br /&gt;The pre-animal lineage lost excavate groove-feeding by evolving ventral ciliary gliding locomotion to generate Sulcozoa, protozoa with a dorsal proteinaceous pellicle (blue).&lt;br /&gt;Irrespective of whether the eukaryote tree is rooted within the protozoan subkingdom Eozoa as shown (most likely) or beside Eolouka-like Reclinomonas with the most primitive mitochondria, the immediate ancestors of animals (Choanozoa) arose by loss of the anterior cilium and sulcozoan dorsal pellicle to make opisthokonts (in red) with a radically simplified, more radially symmetric, microtubular cytoskeleton.&lt;br /&gt;Long actin-supported filodigits arose in the ancestor of Filosporidia and choanoflagellates and became a circlet of microvilli to make the choanoflagellate/sponge collar for catching bacteria. Filosporidia comprise Filasterea, Ichthyosporea, Corallochytrea.&lt;br /&gt;The four derived kingdoms (e.g. ANIMALIA, PLANTAE) are shown in upper case; all taxa in lower case belong to the basal eukaryotic kingdom Protozoa.&quot; - Of interest to us on our journey towards animals are:  myosin, integrins, catenins, cadherins, epithelia, gametes (sperm and egg), and extracellular matrix (ECM).}}{{sfn|Cavalier-Smith|2017|loc=Fig.1}}
 | File:T.Cavalier-Smith (2017) Rstb20150476f02 - CC(BY)4.0.jpg | alt5= Evolution of an archetypal animal | Evolution of an archetypal animal.{{sfn|Cavalier-Smith|2017|loc=Fig. 2}}
 | File:T.Cavalier-Smith (2017) Rstb20150476f03 - CC(BY)4.0.jpg | alt6= Origins of sponges, Cnidaria and bilateria | Origins of sponges, Cnidaria and bilateria with homologous body axis polarity.{{sfn|Cavalier-Smith|2017|loc=Fig. 3}}
}}
|}</text>
      <sha1>m5t604bq94c37t7dlbaq767jnfba838</sha1>
    </revision>
  </page>
  <page>
    <title>User:Jtwsaddress42/People/Kandel, Eric R.</title>
    <ns>2</ns>
    <id>285343</id>
    <revision>
      <id>2408665</id>
      <parentid>2408369</parentid>
      <timestamp>2022-07-22T04:17:24Z</timestamp>
      <contributor>
        <username>Jtwsaddress42</username>
        <id>234843</id>
      </contributor>
      <comment>/* Kandel, Eric R. (1929-) */</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="722" xml:space="preserve">{{RoundBoxTop|theme=3}}
=== [[w:Eric Kandel|Kandel, Eric R. (1929-)]] ===
&lt;hr /&gt;
[[File:Eric Kandel 1978.jpg|thumb|Eric Kandel 1978]]
'''Notable Accomplishments'''
* [https://www.nobelprize.org/prizes/medicine/2000/kandel/facts/ The Nobel Prize in Physiology or Medicine 2000 ] - shared with Arvid Carlsson and Paul Greengard “for their discoveries concerning signal transduction in the nervous system.”
&lt;br /&gt;
&lt;hr /&gt;
'''Publications'''
{{User:Jtwsaddress42/Bibliography/Kandel, Eric R.}}
&lt;br /&gt;&lt;hr /&gt;
{{User:Jtwsaddress42/Bibliography/Kandel et al.}}
&lt;br /&gt;&lt;hr /&gt;
{| align= center | width= 480px
|{{User:Jtwsaddress42/Gallery/Huntingtin Is Critical Both Pre- and Postsynaptically}}
&lt;br /&gt;
|}
{{RoundBoxBottom}}
&lt;hr /&gt;</text>
      <sha1>1syrcdto98q8n8mldogzfu05hd297uc</sha1>
    </revision>
  </page>
  <page>
    <title>Wikiversity:Candidates for Custodianship/Eyoungstrom</title>
    <ns>4</ns>
    <id>285346</id>
    <revision>
      <id>2408431</id>
      <parentid>2408254</parentid>
      <timestamp>2022-07-21T15:37:16Z</timestamp>
      <contributor>
        <username>Cody naccarato</username>
        <id>2846823</id>
      </contributor>
      <comment>/* {{User|Eyoungstrom}} */  added support</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="3302" xml:space="preserve">=== {{User|Eyoungstrom}} ===
[[User:Eyoungstrom|Eyoungstrom]] is being nominated by users [[User:Ncharamut|Ncharamut]] and [[User:Cody naccarato|Cody naccarato]]. He has been editing for over 7 years with a good track record of good-faith edits related to psychological information. He is associated with the non-profit HGAPS, and would help to monitor pages created by the group. He has successfully appealed to consensus, and has positive history with [[User:OhanaUnited|OhanaUnited]], [[User:Dave Braunschweig|Dave Braunschweig]], and [[User:Evolution and evolvability|Evolution and evolvability]]. Other Wiki affiliations include good editing history and civil discussions on Wikipedia. Eyoungstrom is also a member of the [[WikiJournal User Group]]. In this group, he has served as an editor for the [[WikiJournal of Medicine]], and is working to establish the [[WikiJournal of Psychology, Psychiatry and Behavioral Sciences]]. He is also a member of the [https://meta.wikimedia.org/wiki/North_Carolina_Wikipedians North Carolina Wikipedians user group] and the [https://meta.wikimedia.org/wiki/H-GAPS_User_Group HGAPS user group].

In all, we think his endorsement for curatorship will be a great asset to Wikiversity, which is supported by his suburb editing history and willingness to collaborate openly and fairly. This nomination comes as a suggestion from [[User:Dave Braunschweig|Dave Braunschweig]] to [[User:Ncharamut|Ncharamut]] as a result of recent vandalism across a few of HGAPS' wiki pages containing sensitive information.

==== Questions ====

==== Comments ====
As I am completely out of my depth to make any judgement calls on anyone's nomination I 
can only say that what little I've read about the nomination and the candidate that he would be a worthy
addition.
[[User:Hamish84|Hamish84]] ([[User talk:Hamish84|discuss]] • [[Special:Contributions/Hamish84|contribs]]) 06:42, 19 July 2022 (UTC)

==== Voting ====
* {{support}} [[User:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: #0000FF;&quot;&gt;OhanaUnited&lt;/span&gt;&lt;/b&gt;]][[User talk:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: green;&quot;&gt;&lt;sup&gt;Talk page&lt;/sup&gt;&lt;/span&gt;&lt;/b&gt;]] 02:05, 16 July 2022 (UTC)
* {{support}} --[[User:Marshallsumter|Marshallsumter]] ([[User talk:Marshallsumter|discuss]] • [[Special:Contributions/Marshallsumter|contribs]]) 02:21, 16 July 2022 (UTC)
* {{support}} [[User:Bobbyshabangu|Bobbyshabangu]] ([[User talk:Bobbyshabangu|discuss]] • [[Special:Contributions/Bobbyshabangu|contribs]]) 13:49, 16 July 2022 (UTC)
*{{support}} --[[User:Lbeaumont|Lbeaumont]] ([[User talk:Lbeaumont|discuss]] • [[Special:Contributions/Lbeaumont|contribs]]) 14:28, 17 July 2022 (UTC)
*{{support}} --[[User:Bert Niehaus|Bert Niehaus]] ([[User talk:Bert Niehaus|discuss]] • [[Special:Contributions/Bert Niehaus|contribs]]) 10:01, 20 July 2022 (UTC)
*{{support}} -- The scope of intended activities is in line with the on-wiki experience they have so far and learning the few additional tools they'll need shouldn't be a problem. [[User:Evolution and evolvability|T.Shafee(Evo&amp;#65120;Evo)]]&lt;sup&gt;[[User talk:Evolution and evolvability|talk]]&lt;/sup&gt; 02:02, 21 July 2022 (UTC)
*{{support}} -- [[User:Cody naccarato|Cody naccarato]] ([[User talk:Cody naccarato|discuss]] • [[Special:Contributions/Cody naccarato|contribs]]) 15:37, 21 July 2022 (UTC)</text>
      <sha1>kv7431fwpbc1qm5mfy96mq32lag67dj</sha1>
    </revision>
    <revision>
      <id>2408433</id>
      <parentid>2408431</parentid>
      <timestamp>2022-07-21T17:09:41Z</timestamp>
      <contributor>
        <username>Arvm</username>
        <id>2808013</id>
      </contributor>
      <comment>/* Voting */</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="3446" xml:space="preserve">=== {{User|Eyoungstrom}} ===
[[User:Eyoungstrom|Eyoungstrom]] is being nominated by users [[User:Ncharamut|Ncharamut]] and [[User:Cody naccarato|Cody naccarato]]. He has been editing for over 7 years with a good track record of good-faith edits related to psychological information. He is associated with the non-profit HGAPS, and would help to monitor pages created by the group. He has successfully appealed to consensus, and has positive history with [[User:OhanaUnited|OhanaUnited]], [[User:Dave Braunschweig|Dave Braunschweig]], and [[User:Evolution and evolvability|Evolution and evolvability]]. Other Wiki affiliations include good editing history and civil discussions on Wikipedia. Eyoungstrom is also a member of the [[WikiJournal User Group]]. In this group, he has served as an editor for the [[WikiJournal of Medicine]], and is working to establish the [[WikiJournal of Psychology, Psychiatry and Behavioral Sciences]]. He is also a member of the [https://meta.wikimedia.org/wiki/North_Carolina_Wikipedians North Carolina Wikipedians user group] and the [https://meta.wikimedia.org/wiki/H-GAPS_User_Group HGAPS user group].

In all, we think his endorsement for curatorship will be a great asset to Wikiversity, which is supported by his suburb editing history and willingness to collaborate openly and fairly. This nomination comes as a suggestion from [[User:Dave Braunschweig|Dave Braunschweig]] to [[User:Ncharamut|Ncharamut]] as a result of recent vandalism across a few of HGAPS' wiki pages containing sensitive information.

==== Questions ====

==== Comments ====
As I am completely out of my depth to make any judgement calls on anyone's nomination I 
can only say that what little I've read about the nomination and the candidate that he would be a worthy
addition.
[[User:Hamish84|Hamish84]] ([[User talk:Hamish84|discuss]] • [[Special:Contributions/Hamish84|contribs]]) 06:42, 19 July 2022 (UTC)

==== Voting ====
* {{support}} [[User:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: #0000FF;&quot;&gt;OhanaUnited&lt;/span&gt;&lt;/b&gt;]][[User talk:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: green;&quot;&gt;&lt;sup&gt;Talk page&lt;/sup&gt;&lt;/span&gt;&lt;/b&gt;]] 02:05, 16 July 2022 (UTC)
* {{support}} --[[User:Marshallsumter|Marshallsumter]] ([[User talk:Marshallsumter|discuss]] • [[Special:Contributions/Marshallsumter|contribs]]) 02:21, 16 July 2022 (UTC)
* {{support}} [[User:Bobbyshabangu|Bobbyshabangu]] ([[User talk:Bobbyshabangu|discuss]] • [[Special:Contributions/Bobbyshabangu|contribs]]) 13:49, 16 July 2022 (UTC)
*{{support}} --[[User:Lbeaumont|Lbeaumont]] ([[User talk:Lbeaumont|discuss]] • [[Special:Contributions/Lbeaumont|contribs]]) 14:28, 17 July 2022 (UTC)
*{{support}} --[[User:Bert Niehaus|Bert Niehaus]] ([[User talk:Bert Niehaus|discuss]] • [[Special:Contributions/Bert Niehaus|contribs]]) 10:01, 20 July 2022 (UTC)
*{{support}} -- The scope of intended activities is in line with the on-wiki experience they have so far and learning the few additional tools they'll need shouldn't be a problem. [[User:Evolution and evolvability|T.Shafee(Evo&amp;#65120;Evo)]]&lt;sup&gt;[[User talk:Evolution and evolvability|talk]]&lt;/sup&gt; 02:02, 21 July 2022 (UTC)
*{{support}} -- [[User:Cody naccarato|Cody naccarato]] ([[User talk:Cody naccarato|discuss]] • [[Special:Contributions/Cody naccarato|contribs]]) 15:37, 21 July 2022 (UTC)
*{{support}} -- [[User:arvm|Anna Van Meter]] ([[User talk:arvm|discuss]] • [[Special:Contributions/arvm|contribs]]) 17:09, 21 July 2022 (UTC)</text>
      <sha1>7uofong14kzfwwafelrrslyj5t4bssb</sha1>
    </revision>
    <revision>
      <id>2408457</id>
      <parentid>2408433</parentid>
      <timestamp>2022-07-21T20:37:58Z</timestamp>
      <contributor>
        <username>Ncharamut</username>
        <id>2824970</id>
      </contributor>
      <comment>/* Voting */ added vote</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="3612" xml:space="preserve">=== {{User|Eyoungstrom}} ===
[[User:Eyoungstrom|Eyoungstrom]] is being nominated by users [[User:Ncharamut|Ncharamut]] and [[User:Cody naccarato|Cody naccarato]]. He has been editing for over 7 years with a good track record of good-faith edits related to psychological information. He is associated with the non-profit HGAPS, and would help to monitor pages created by the group. He has successfully appealed to consensus, and has positive history with [[User:OhanaUnited|OhanaUnited]], [[User:Dave Braunschweig|Dave Braunschweig]], and [[User:Evolution and evolvability|Evolution and evolvability]]. Other Wiki affiliations include good editing history and civil discussions on Wikipedia. Eyoungstrom is also a member of the [[WikiJournal User Group]]. In this group, he has served as an editor for the [[WikiJournal of Medicine]], and is working to establish the [[WikiJournal of Psychology, Psychiatry and Behavioral Sciences]]. He is also a member of the [https://meta.wikimedia.org/wiki/North_Carolina_Wikipedians North Carolina Wikipedians user group] and the [https://meta.wikimedia.org/wiki/H-GAPS_User_Group HGAPS user group].

In all, we think his endorsement for curatorship will be a great asset to Wikiversity, which is supported by his suburb editing history and willingness to collaborate openly and fairly. This nomination comes as a suggestion from [[User:Dave Braunschweig|Dave Braunschweig]] to [[User:Ncharamut|Ncharamut]] as a result of recent vandalism across a few of HGAPS' wiki pages containing sensitive information.

==== Questions ====

==== Comments ====
As I am completely out of my depth to make any judgement calls on anyone's nomination I 
can only say that what little I've read about the nomination and the candidate that he would be a worthy
addition.
[[User:Hamish84|Hamish84]] ([[User talk:Hamish84|discuss]] • [[Special:Contributions/Hamish84|contribs]]) 06:42, 19 July 2022 (UTC)

==== Voting ====
* {{support}} [[User:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: #0000FF;&quot;&gt;OhanaUnited&lt;/span&gt;&lt;/b&gt;]][[User talk:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: green;&quot;&gt;&lt;sup&gt;Talk page&lt;/sup&gt;&lt;/span&gt;&lt;/b&gt;]] 02:05, 16 July 2022 (UTC)
* {{support}} --[[User:Marshallsumter|Marshallsumter]] ([[User talk:Marshallsumter|discuss]] • [[Special:Contributions/Marshallsumter|contribs]]) 02:21, 16 July 2022 (UTC)
* {{support}} [[User:Bobbyshabangu|Bobbyshabangu]] ([[User talk:Bobbyshabangu|discuss]] • [[Special:Contributions/Bobbyshabangu|contribs]]) 13:49, 16 July 2022 (UTC)
*{{support}} --[[User:Lbeaumont|Lbeaumont]] ([[User talk:Lbeaumont|discuss]] • [[Special:Contributions/Lbeaumont|contribs]]) 14:28, 17 July 2022 (UTC)
*{{support}} --[[User:Bert Niehaus|Bert Niehaus]] ([[User talk:Bert Niehaus|discuss]] • [[Special:Contributions/Bert Niehaus|contribs]]) 10:01, 20 July 2022 (UTC)
*{{support}} -- The scope of intended activities is in line with the on-wiki experience they have so far and learning the few additional tools they'll need shouldn't be a problem. [[User:Evolution and evolvability|T.Shafee(Evo&amp;#65120;Evo)]]&lt;sup&gt;[[User talk:Evolution and evolvability|talk]]&lt;/sup&gt; 02:02, 21 July 2022 (UTC)
*{{support}} -- [[User:Cody naccarato|Cody naccarato]] ([[User talk:Cody naccarato|discuss]] • [[Special:Contributions/Cody naccarato|contribs]]) 15:37, 21 July 2022 (UTC)
*{{support}} -- [[User:arvm|Anna Van Meter]] ([[User talk:arvm|discuss]] • [[Special:Contributions/arvm|contribs]]) 17:09, 21 July 2022 (UTC)
*{{support}} -- [[User:Ncharamut|Natalie Charamut]] ([[User:Ncharamut|Natalie Charamut]]] • [[Special:Contributions/Ncharamut|contribs]]) 16:37, 21 July 2022 (UTC)</text>
      <sha1>egmwuscvgz9bw1owd41mx754yv5atra</sha1>
    </revision>
    <revision>
      <id>2408458</id>
      <parentid>2408457</parentid>
      <timestamp>2022-07-21T20:38:17Z</timestamp>
      <contributor>
        <username>Ncharamut</username>
        <id>2824970</id>
      </contributor>
      <comment>/* Voting */</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="3617" xml:space="preserve">=== {{User|Eyoungstrom}} ===
[[User:Eyoungstrom|Eyoungstrom]] is being nominated by users [[User:Ncharamut|Ncharamut]] and [[User:Cody naccarato|Cody naccarato]]. He has been editing for over 7 years with a good track record of good-faith edits related to psychological information. He is associated with the non-profit HGAPS, and would help to monitor pages created by the group. He has successfully appealed to consensus, and has positive history with [[User:OhanaUnited|OhanaUnited]], [[User:Dave Braunschweig|Dave Braunschweig]], and [[User:Evolution and evolvability|Evolution and evolvability]]. Other Wiki affiliations include good editing history and civil discussions on Wikipedia. Eyoungstrom is also a member of the [[WikiJournal User Group]]. In this group, he has served as an editor for the [[WikiJournal of Medicine]], and is working to establish the [[WikiJournal of Psychology, Psychiatry and Behavioral Sciences]]. He is also a member of the [https://meta.wikimedia.org/wiki/North_Carolina_Wikipedians North Carolina Wikipedians user group] and the [https://meta.wikimedia.org/wiki/H-GAPS_User_Group HGAPS user group].

In all, we think his endorsement for curatorship will be a great asset to Wikiversity, which is supported by his suburb editing history and willingness to collaborate openly and fairly. This nomination comes as a suggestion from [[User:Dave Braunschweig|Dave Braunschweig]] to [[User:Ncharamut|Ncharamut]] as a result of recent vandalism across a few of HGAPS' wiki pages containing sensitive information.

==== Questions ====

==== Comments ====
As I am completely out of my depth to make any judgement calls on anyone's nomination I 
can only say that what little I've read about the nomination and the candidate that he would be a worthy
addition.
[[User:Hamish84|Hamish84]] ([[User talk:Hamish84|discuss]] • [[Special:Contributions/Hamish84|contribs]]) 06:42, 19 July 2022 (UTC)

==== Voting ====
* {{support}} [[User:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: #0000FF;&quot;&gt;OhanaUnited&lt;/span&gt;&lt;/b&gt;]][[User talk:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: green;&quot;&gt;&lt;sup&gt;Talk page&lt;/sup&gt;&lt;/span&gt;&lt;/b&gt;]] 02:05, 16 July 2022 (UTC)
* {{support}} --[[User:Marshallsumter|Marshallsumter]] ([[User talk:Marshallsumter|discuss]] • [[Special:Contributions/Marshallsumter|contribs]]) 02:21, 16 July 2022 (UTC)
* {{support}} [[User:Bobbyshabangu|Bobbyshabangu]] ([[User talk:Bobbyshabangu|discuss]] • [[Special:Contributions/Bobbyshabangu|contribs]]) 13:49, 16 July 2022 (UTC)
*{{support}} --[[User:Lbeaumont|Lbeaumont]] ([[User talk:Lbeaumont|discuss]] • [[Special:Contributions/Lbeaumont|contribs]]) 14:28, 17 July 2022 (UTC)
*{{support}} --[[User:Bert Niehaus|Bert Niehaus]] ([[User talk:Bert Niehaus|discuss]] • [[Special:Contributions/Bert Niehaus|contribs]]) 10:01, 20 July 2022 (UTC)
*{{support}} -- The scope of intended activities is in line with the on-wiki experience they have so far and learning the few additional tools they'll need shouldn't be a problem. [[User:Evolution and evolvability|T.Shafee(Evo&amp;#65120;Evo)]]&lt;sup&gt;[[User talk:Evolution and evolvability|talk]]&lt;/sup&gt; 02:02, 21 July 2022 (UTC)
*{{support}} -- [[User:Cody naccarato|Cody naccarato]] ([[User talk:Cody naccarato|discuss]] • [[Special:Contributions/Cody naccarato|contribs]]) 15:37, 21 July 2022 (UTC)
*{{support}} -- [[User:arvm|Anna Van Meter]] ([[User talk:arvm|discuss]] • [[Special:Contributions/arvm|contribs]]) 17:09, 21 July 2022 (UTC)
*{{support}} -- [[User:Ncharamut|Natalie Charamut]] ([[User talk:Ncharamut|Natalie Charamut]]] • [[Special:Contributions/Ncharamut|contribs]]) 16:37, 21 July 2022 (UTC)</text>
      <sha1>ciyh4z725b02ssizchf4r6p9qq7j7z8</sha1>
    </revision>
    <revision>
      <id>2408459</id>
      <parentid>2408458</parentid>
      <timestamp>2022-07-21T20:38:46Z</timestamp>
      <contributor>
        <username>Ncharamut</username>
        <id>2824970</id>
      </contributor>
      <comment>/* Voting */</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="3608" xml:space="preserve">=== {{User|Eyoungstrom}} ===
[[User:Eyoungstrom|Eyoungstrom]] is being nominated by users [[User:Ncharamut|Ncharamut]] and [[User:Cody naccarato|Cody naccarato]]. He has been editing for over 7 years with a good track record of good-faith edits related to psychological information. He is associated with the non-profit HGAPS, and would help to monitor pages created by the group. He has successfully appealed to consensus, and has positive history with [[User:OhanaUnited|OhanaUnited]], [[User:Dave Braunschweig|Dave Braunschweig]], and [[User:Evolution and evolvability|Evolution and evolvability]]. Other Wiki affiliations include good editing history and civil discussions on Wikipedia. Eyoungstrom is also a member of the [[WikiJournal User Group]]. In this group, he has served as an editor for the [[WikiJournal of Medicine]], and is working to establish the [[WikiJournal of Psychology, Psychiatry and Behavioral Sciences]]. He is also a member of the [https://meta.wikimedia.org/wiki/North_Carolina_Wikipedians North Carolina Wikipedians user group] and the [https://meta.wikimedia.org/wiki/H-GAPS_User_Group HGAPS user group].

In all, we think his endorsement for curatorship will be a great asset to Wikiversity, which is supported by his suburb editing history and willingness to collaborate openly and fairly. This nomination comes as a suggestion from [[User:Dave Braunschweig|Dave Braunschweig]] to [[User:Ncharamut|Ncharamut]] as a result of recent vandalism across a few of HGAPS' wiki pages containing sensitive information.

==== Questions ====

==== Comments ====
As I am completely out of my depth to make any judgement calls on anyone's nomination I 
can only say that what little I've read about the nomination and the candidate that he would be a worthy
addition.
[[User:Hamish84|Hamish84]] ([[User talk:Hamish84|discuss]] • [[Special:Contributions/Hamish84|contribs]]) 06:42, 19 July 2022 (UTC)

==== Voting ====
* {{support}} [[User:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: #0000FF;&quot;&gt;OhanaUnited&lt;/span&gt;&lt;/b&gt;]][[User talk:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: green;&quot;&gt;&lt;sup&gt;Talk page&lt;/sup&gt;&lt;/span&gt;&lt;/b&gt;]] 02:05, 16 July 2022 (UTC)
* {{support}} --[[User:Marshallsumter|Marshallsumter]] ([[User talk:Marshallsumter|discuss]] • [[Special:Contributions/Marshallsumter|contribs]]) 02:21, 16 July 2022 (UTC)
* {{support}} [[User:Bobbyshabangu|Bobbyshabangu]] ([[User talk:Bobbyshabangu|discuss]] • [[Special:Contributions/Bobbyshabangu|contribs]]) 13:49, 16 July 2022 (UTC)
*{{support}} --[[User:Lbeaumont|Lbeaumont]] ([[User talk:Lbeaumont|discuss]] • [[Special:Contributions/Lbeaumont|contribs]]) 14:28, 17 July 2022 (UTC)
*{{support}} --[[User:Bert Niehaus|Bert Niehaus]] ([[User talk:Bert Niehaus|discuss]] • [[Special:Contributions/Bert Niehaus|contribs]]) 10:01, 20 July 2022 (UTC)
*{{support}} -- The scope of intended activities is in line with the on-wiki experience they have so far and learning the few additional tools they'll need shouldn't be a problem. [[User:Evolution and evolvability|T.Shafee(Evo&amp;#65120;Evo)]]&lt;sup&gt;[[User talk:Evolution and evolvability|talk]]&lt;/sup&gt; 02:02, 21 July 2022 (UTC)
*{{support}} -- [[User:Cody naccarato|Cody naccarato]] ([[User talk:Cody naccarato|discuss]] • [[Special:Contributions/Cody naccarato|contribs]]) 15:37, 21 July 2022 (UTC)
*{{support}} -- [[User:arvm|Anna Van Meter]] ([[User talk:arvm|discuss]] • [[Special:Contributions/arvm|contribs]]) 17:09, 21 July 2022 (UTC)
*{{support}} -- [[User:Ncharamut|Natalie Charamut]] ([[User talk:Ncharamut|discuss]]] • [[Special:Contributions/Ncharamut|contribs]]) 16:37, 21 July 2022 (UTC)</text>
      <sha1>fz7hoqg7lvpxpysray7hn5ik05h6grn</sha1>
    </revision>
    <revision>
      <id>2408460</id>
      <parentid>2408459</parentid>
      <timestamp>2022-07-21T20:38:59Z</timestamp>
      <contributor>
        <username>Ncharamut</username>
        <id>2824970</id>
      </contributor>
      <minor />
      <comment>/* Voting */</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="3607" xml:space="preserve">=== {{User|Eyoungstrom}} ===
[[User:Eyoungstrom|Eyoungstrom]] is being nominated by users [[User:Ncharamut|Ncharamut]] and [[User:Cody naccarato|Cody naccarato]]. He has been editing for over 7 years with a good track record of good-faith edits related to psychological information. He is associated with the non-profit HGAPS, and would help to monitor pages created by the group. He has successfully appealed to consensus, and has positive history with [[User:OhanaUnited|OhanaUnited]], [[User:Dave Braunschweig|Dave Braunschweig]], and [[User:Evolution and evolvability|Evolution and evolvability]]. Other Wiki affiliations include good editing history and civil discussions on Wikipedia. Eyoungstrom is also a member of the [[WikiJournal User Group]]. In this group, he has served as an editor for the [[WikiJournal of Medicine]], and is working to establish the [[WikiJournal of Psychology, Psychiatry and Behavioral Sciences]]. He is also a member of the [https://meta.wikimedia.org/wiki/North_Carolina_Wikipedians North Carolina Wikipedians user group] and the [https://meta.wikimedia.org/wiki/H-GAPS_User_Group HGAPS user group].

In all, we think his endorsement for curatorship will be a great asset to Wikiversity, which is supported by his suburb editing history and willingness to collaborate openly and fairly. This nomination comes as a suggestion from [[User:Dave Braunschweig|Dave Braunschweig]] to [[User:Ncharamut|Ncharamut]] as a result of recent vandalism across a few of HGAPS' wiki pages containing sensitive information.

==== Questions ====

==== Comments ====
As I am completely out of my depth to make any judgement calls on anyone's nomination I 
can only say that what little I've read about the nomination and the candidate that he would be a worthy
addition.
[[User:Hamish84|Hamish84]] ([[User talk:Hamish84|discuss]] • [[Special:Contributions/Hamish84|contribs]]) 06:42, 19 July 2022 (UTC)

==== Voting ====
* {{support}} [[User:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: #0000FF;&quot;&gt;OhanaUnited&lt;/span&gt;&lt;/b&gt;]][[User talk:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: green;&quot;&gt;&lt;sup&gt;Talk page&lt;/sup&gt;&lt;/span&gt;&lt;/b&gt;]] 02:05, 16 July 2022 (UTC)
* {{support}} --[[User:Marshallsumter|Marshallsumter]] ([[User talk:Marshallsumter|discuss]] • [[Special:Contributions/Marshallsumter|contribs]]) 02:21, 16 July 2022 (UTC)
* {{support}} [[User:Bobbyshabangu|Bobbyshabangu]] ([[User talk:Bobbyshabangu|discuss]] • [[Special:Contributions/Bobbyshabangu|contribs]]) 13:49, 16 July 2022 (UTC)
*{{support}} --[[User:Lbeaumont|Lbeaumont]] ([[User talk:Lbeaumont|discuss]] • [[Special:Contributions/Lbeaumont|contribs]]) 14:28, 17 July 2022 (UTC)
*{{support}} --[[User:Bert Niehaus|Bert Niehaus]] ([[User talk:Bert Niehaus|discuss]] • [[Special:Contributions/Bert Niehaus|contribs]]) 10:01, 20 July 2022 (UTC)
*{{support}} -- The scope of intended activities is in line with the on-wiki experience they have so far and learning the few additional tools they'll need shouldn't be a problem. [[User:Evolution and evolvability|T.Shafee(Evo&amp;#65120;Evo)]]&lt;sup&gt;[[User talk:Evolution and evolvability|talk]]&lt;/sup&gt; 02:02, 21 July 2022 (UTC)
*{{support}} -- [[User:Cody naccarato|Cody naccarato]] ([[User talk:Cody naccarato|discuss]] • [[Special:Contributions/Cody naccarato|contribs]]) 15:37, 21 July 2022 (UTC)
*{{support}} -- [[User:arvm|Anna Van Meter]] ([[User talk:arvm|discuss]] • [[Special:Contributions/arvm|contribs]]) 17:09, 21 July 2022 (UTC)
*{{support}} -- [[User:Ncharamut|Natalie Charamut]] ([[User talk:Ncharamut|discuss]] • [[Special:Contributions/Ncharamut|contribs]]) 16:37, 21 July 2022 (UTC)</text>
      <sha1>44k441z6cwfkumlx69n3opwxdg7smof</sha1>
    </revision>
    <revision>
      <id>2408461</id>
      <parentid>2408460</parentid>
      <timestamp>2022-07-21T20:41:12Z</timestamp>
      <contributor>
        <username>Ncharamut</username>
        <id>2824970</id>
      </contributor>
      <comment>/* Voting */</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="3607" xml:space="preserve">=== {{User|Eyoungstrom}} ===
[[User:Eyoungstrom|Eyoungstrom]] is being nominated by users [[User:Ncharamut|Ncharamut]] and [[User:Cody naccarato|Cody naccarato]]. He has been editing for over 7 years with a good track record of good-faith edits related to psychological information. He is associated with the non-profit HGAPS, and would help to monitor pages created by the group. He has successfully appealed to consensus, and has positive history with [[User:OhanaUnited|OhanaUnited]], [[User:Dave Braunschweig|Dave Braunschweig]], and [[User:Evolution and evolvability|Evolution and evolvability]]. Other Wiki affiliations include good editing history and civil discussions on Wikipedia. Eyoungstrom is also a member of the [[WikiJournal User Group]]. In this group, he has served as an editor for the [[WikiJournal of Medicine]], and is working to establish the [[WikiJournal of Psychology, Psychiatry and Behavioral Sciences]]. He is also a member of the [https://meta.wikimedia.org/wiki/North_Carolina_Wikipedians North Carolina Wikipedians user group] and the [https://meta.wikimedia.org/wiki/H-GAPS_User_Group HGAPS user group].

In all, we think his endorsement for curatorship will be a great asset to Wikiversity, which is supported by his suburb editing history and willingness to collaborate openly and fairly. This nomination comes as a suggestion from [[User:Dave Braunschweig|Dave Braunschweig]] to [[User:Ncharamut|Ncharamut]] as a result of recent vandalism across a few of HGAPS' wiki pages containing sensitive information.

==== Questions ====

==== Comments ====
As I am completely out of my depth to make any judgement calls on anyone's nomination I 
can only say that what little I've read about the nomination and the candidate that he would be a worthy
addition.
[[User:Hamish84|Hamish84]] ([[User talk:Hamish84|discuss]] • [[Special:Contributions/Hamish84|contribs]]) 06:42, 19 July 2022 (UTC)

==== Voting ====
* {{support}} [[User:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: #0000FF;&quot;&gt;OhanaUnited&lt;/span&gt;&lt;/b&gt;]][[User talk:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: green;&quot;&gt;&lt;sup&gt;Talk page&lt;/sup&gt;&lt;/span&gt;&lt;/b&gt;]] 02:05, 16 July 2022 (UTC)
* {{support}} --[[User:Marshallsumter|Marshallsumter]] ([[User talk:Marshallsumter|discuss]] • [[Special:Contributions/Marshallsumter|contribs]]) 02:21, 16 July 2022 (UTC)
* {{support}} [[User:Bobbyshabangu|Bobbyshabangu]] ([[User talk:Bobbyshabangu|discuss]] • [[Special:Contributions/Bobbyshabangu|contribs]]) 13:49, 16 July 2022 (UTC)
*{{support}} --[[User:Lbeaumont|Lbeaumont]] ([[User talk:Lbeaumont|discuss]] • [[Special:Contributions/Lbeaumont|contribs]]) 14:28, 17 July 2022 (UTC)
*{{support}} --[[User:Bert Niehaus|Bert Niehaus]] ([[User talk:Bert Niehaus|discuss]] • [[Special:Contributions/Bert Niehaus|contribs]]) 10:01, 20 July 2022 (UTC)
*{{support}} -- The scope of intended activities is in line with the on-wiki experience they have so far and learning the few additional tools they'll need shouldn't be a problem. [[User:Evolution and evolvability|T.Shafee(Evo&amp;#65120;Evo)]]&lt;sup&gt;[[User talk:Evolution and evolvability|talk]]&lt;/sup&gt; 02:02, 21 July 2022 (UTC)
*{{support}} -- [[User:Cody naccarato|Cody naccarato]] ([[User talk:Cody naccarato|discuss]] • [[Special:Contributions/Cody naccarato|contribs]]) 15:37, 21 July 2022 (UTC)
*{{support}} -- [[User:arvm|Anna Van Meter]] ([[User talk:arvm|discuss]] • [[Special:Contributions/arvm|contribs]]) 17:09, 21 July 2022 (UTC)
*{{support}} -- [[User:Ncharamut|Natalie Charamut]] ([[User talk:Ncharamut|discuss]] • [[Special:Contributions/Ncharamut|contribs]]) 18:37, 21 July 2022 (UTC)</text>
      <sha1>61l1lh27vyaowhbn7vdfim31jeclywc</sha1>
    </revision>
    <revision>
      <id>2408483</id>
      <parentid>2408461</parentid>
      <timestamp>2022-07-21T22:45:17Z</timestamp>
      <contributor>
        <username>Ncharamut</username>
        <id>2824970</id>
      </contributor>
      <minor />
      <comment>/* {{User|Eyoungstrom}} */ fixed typo</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="3607" xml:space="preserve">=== {{User|Eyoungstrom}} ===
[[User:Eyoungstrom|Eyoungstrom]] is being nominated by users [[User:Ncharamut|Ncharamut]] and [[User:Cody naccarato|Cody naccarato]]. He has been editing for over 7 years with a good track record of good-faith edits related to psychological information. He is associated with the non-profit HGAPS, and would help to monitor pages created by the group. He has successfully appealed to consensus, and has positive history with [[User:OhanaUnited|OhanaUnited]], [[User:Dave Braunschweig|Dave Braunschweig]], and [[User:Evolution and evolvability|Evolution and evolvability]]. Other Wiki affiliations include good editing history and civil discussions on Wikipedia. Eyoungstrom is also a member of the [[WikiJournal User Group]]. In this group, he has served as an editor for the [[WikiJournal of Medicine]], and is working to establish the [[WikiJournal of Psychology, Psychiatry and Behavioral Sciences]]. He is also a member of the [https://meta.wikimedia.org/wiki/North_Carolina_Wikipedians North Carolina Wikipedians user group] and the [https://meta.wikimedia.org/wiki/H-GAPS_User_Group HGAPS user group].

In all, we think his endorsement for curatorship will be a great asset to Wikiversity, which is supported by his superb editing history and willingness to collaborate openly and fairly. This nomination comes as a suggestion from [[User:Dave Braunschweig|Dave Braunschweig]] to [[User:Ncharamut|Ncharamut]] as a result of recent vandalism across a few of HGAPS' wiki pages containing sensitive information.

==== Questions ====

==== Comments ====
As I am completely out of my depth to make any judgement calls on anyone's nomination I 
can only say that what little I've read about the nomination and the candidate that he would be a worthy
addition.
[[User:Hamish84|Hamish84]] ([[User talk:Hamish84|discuss]] • [[Special:Contributions/Hamish84|contribs]]) 06:42, 19 July 2022 (UTC)

==== Voting ====
* {{support}} [[User:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: #0000FF;&quot;&gt;OhanaUnited&lt;/span&gt;&lt;/b&gt;]][[User talk:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: green;&quot;&gt;&lt;sup&gt;Talk page&lt;/sup&gt;&lt;/span&gt;&lt;/b&gt;]] 02:05, 16 July 2022 (UTC)
* {{support}} --[[User:Marshallsumter|Marshallsumter]] ([[User talk:Marshallsumter|discuss]] • [[Special:Contributions/Marshallsumter|contribs]]) 02:21, 16 July 2022 (UTC)
* {{support}} [[User:Bobbyshabangu|Bobbyshabangu]] ([[User talk:Bobbyshabangu|discuss]] • [[Special:Contributions/Bobbyshabangu|contribs]]) 13:49, 16 July 2022 (UTC)
*{{support}} --[[User:Lbeaumont|Lbeaumont]] ([[User talk:Lbeaumont|discuss]] • [[Special:Contributions/Lbeaumont|contribs]]) 14:28, 17 July 2022 (UTC)
*{{support}} --[[User:Bert Niehaus|Bert Niehaus]] ([[User talk:Bert Niehaus|discuss]] • [[Special:Contributions/Bert Niehaus|contribs]]) 10:01, 20 July 2022 (UTC)
*{{support}} -- The scope of intended activities is in line with the on-wiki experience they have so far and learning the few additional tools they'll need shouldn't be a problem. [[User:Evolution and evolvability|T.Shafee(Evo&amp;#65120;Evo)]]&lt;sup&gt;[[User talk:Evolution and evolvability|talk]]&lt;/sup&gt; 02:02, 21 July 2022 (UTC)
*{{support}} -- [[User:Cody naccarato|Cody naccarato]] ([[User talk:Cody naccarato|discuss]] • [[Special:Contributions/Cody naccarato|contribs]]) 15:37, 21 July 2022 (UTC)
*{{support}} -- [[User:arvm|Anna Van Meter]] ([[User talk:arvm|discuss]] • [[Special:Contributions/arvm|contribs]]) 17:09, 21 July 2022 (UTC)
*{{support}} -- [[User:Ncharamut|Natalie Charamut]] ([[User talk:Ncharamut|discuss]] • [[Special:Contributions/Ncharamut|contribs]]) 18:37, 21 July 2022 (UTC)</text>
      <sha1>jmrg7j3cbjzso9l66hy66ph602zuiev</sha1>
    </revision>
  </page>
  <page>
    <title>Workings of ELF files in plain view</title>
    <ns>0</ns>
    <id>285385</id>
    <revision>
      <id>2408571</id>
      <parentid>2407576</parentid>
      <timestamp>2022-07-22T00:51:41Z</timestamp>
      <contributor>
        <username>Young1lim</username>
        <id>21186</id>
      </contributor>
      <comment>/* Object Files */</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="2079" xml:space="preserve">=== Executable and Linkable Format ===

==== Object Files ====
* Introduction
* ELF Header ([[Media:ELF1.1B.Header.20220211.pdf |pdf]])
* Group section ([[Media:ELF1.1C.Group.20220426.pdf |pdf]])
* String table section ([[Media:ELF1.1D.StringTbl.20220427.pdf |pdf]])
* Symbol table section ([[Media:ELF1.1E.SymbolTbl.20220718.pdf |pdf]])
* Special Sections ([[Media:ELF1.7B.Section.20200511.pdf |B.pdf]])
* Relocation ([[Media:ELF1.6A.Relocation.20190413.pdf |A.pdf]])

==== Program Loading and Dynamic Linking ====
* Introduction 
* Program Header ([[Media:ELF1.2B.ProgHeader.20220110.pdf |pdf]])
* Program Loading
* Dynamic Linking ([[Media:ELF2.4A.DynLinking.20191028.pdf |pdf]])

==== C Library ====
* C Library

=== ELF Study === 

==== ELF Relocations ====
* Linking ([[Media:ELF1.7A.Linking.20200731.pdf |A.pdf]])
* Loading ([[Media:ELF1.7B.Loading.20201103.pdf |B.pdf]])
* Executing ([[Media:ELF1.7C.Executing.20201221.pdf |C.pdf]])
* Virtual Memory ([[Media:ELF2.1D.VMemory.20211227.pdf |D.pdf]])

* PIC Method ([[Media:ELF1.7B.PICMethod.20200417.pdf |C.pdf]])
* Design Cycles ([[Media:ELF1.7C.DesignCycle.20200317.pdf |D.pdf]])
* Relocs in i386 ([[Media:ELF1.7D.Reloc386.20200413.pdf |E.pdf]])

==== Relocation Examples ==== 
* Relocs example introduction ([[Media:ELF1.7Ex.1Intro.20200109.pdf |E1.pdf]])
* Relocs in an object for a library ([[Media:ELF1.7Ex.2ObjectRel.20200319.pdf |E2.pdf]]) 
* Relocs in an object for an executable ([[Media:ELF1.7Ex.3ObjectMain.20200118.pdf |E3.pdf]]) 
* Relocs in a library ([[Media:ELF1.7Ex.4Library.20200320.pdf |E4.pdf]])
* Relocs in an executable ([[Media:ELF1.7Ex.5Executable.20200228.pdf |E5.pdf]])
* Result Summary ([[Media:ELF1.7Ex.6Result.20200121.pdf |E6.pdf]])
* Symbol Table Listing ([[Media:ELF1.7Ex.7Symbol.20200120.pdf |E7.pdf]])
* Relocs Listing ([[Media:ELF1.7Ex.8Relocs.20200121.pdf |E8.pdf]])
* Assembly Listing ([[Media:ELF1.7Ex.9Assembly.20200128.pdf |E9.pdf]])
* Reloc Experiments ([[Media:ELF1.7F.Experiments.20191206.pdf |F.pdf]])

&lt;/br&gt;
go to [ [[C programming in plain view]] ]

[[Category:C programming]]</text>
      <sha1>m3rtsujg06qgtwcrzq4g0k53lmego68</sha1>
    </revision>
    <revision>
      <id>2408573</id>
      <parentid>2408571</parentid>
      <timestamp>2022-07-22T00:54:31Z</timestamp>
      <contributor>
        <username>Young1lim</username>
        <id>21186</id>
      </contributor>
      <comment>/* Object Files */</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="2079" xml:space="preserve">=== Executable and Linkable Format ===

==== Object Files ====
* Introduction
* ELF Header ([[Media:ELF1.1B.Header.20220211.pdf |pdf]])
* Group section ([[Media:ELF1.1C.Group.20220426.pdf |pdf]])
* String table section ([[Media:ELF1.1D.StringTbl.20220427.pdf |pdf]])
* Symbol table section ([[Media:ELF1.1E.SymbolTbl.20220719.pdf |pdf]])
* Special Sections ([[Media:ELF1.7B.Section.20200511.pdf |B.pdf]])
* Relocation ([[Media:ELF1.6A.Relocation.20190413.pdf |A.pdf]])

==== Program Loading and Dynamic Linking ====
* Introduction 
* Program Header ([[Media:ELF1.2B.ProgHeader.20220110.pdf |pdf]])
* Program Loading
* Dynamic Linking ([[Media:ELF2.4A.DynLinking.20191028.pdf |pdf]])

==== C Library ====
* C Library

=== ELF Study === 

==== ELF Relocations ====
* Linking ([[Media:ELF1.7A.Linking.20200731.pdf |A.pdf]])
* Loading ([[Media:ELF1.7B.Loading.20201103.pdf |B.pdf]])
* Executing ([[Media:ELF1.7C.Executing.20201221.pdf |C.pdf]])
* Virtual Memory ([[Media:ELF2.1D.VMemory.20211227.pdf |D.pdf]])

* PIC Method ([[Media:ELF1.7B.PICMethod.20200417.pdf |C.pdf]])
* Design Cycles ([[Media:ELF1.7C.DesignCycle.20200317.pdf |D.pdf]])
* Relocs in i386 ([[Media:ELF1.7D.Reloc386.20200413.pdf |E.pdf]])

==== Relocation Examples ==== 
* Relocs example introduction ([[Media:ELF1.7Ex.1Intro.20200109.pdf |E1.pdf]])
* Relocs in an object for a library ([[Media:ELF1.7Ex.2ObjectRel.20200319.pdf |E2.pdf]]) 
* Relocs in an object for an executable ([[Media:ELF1.7Ex.3ObjectMain.20200118.pdf |E3.pdf]]) 
* Relocs in a library ([[Media:ELF1.7Ex.4Library.20200320.pdf |E4.pdf]])
* Relocs in an executable ([[Media:ELF1.7Ex.5Executable.20200228.pdf |E5.pdf]])
* Result Summary ([[Media:ELF1.7Ex.6Result.20200121.pdf |E6.pdf]])
* Symbol Table Listing ([[Media:ELF1.7Ex.7Symbol.20200120.pdf |E7.pdf]])
* Relocs Listing ([[Media:ELF1.7Ex.8Relocs.20200121.pdf |E8.pdf]])
* Assembly Listing ([[Media:ELF1.7Ex.9Assembly.20200128.pdf |E9.pdf]])
* Reloc Experiments ([[Media:ELF1.7F.Experiments.20191206.pdf |F.pdf]])

&lt;/br&gt;
go to [ [[C programming in plain view]] ]

[[Category:C programming]]</text>
      <sha1>4juo7cv2xq1ndz7c0jsu8b9abbag1ts</sha1>
    </revision>
  </page>
  <page>
    <title>User:Jtwsaddress42/Bibliography/Blobel, Günter</title>
    <ns>2</ns>
    <id>285400</id>
    <revision>
      <id>2408518</id>
      <parentid>2407075</parentid>
      <timestamp>2022-07-21T23:36:33Z</timestamp>
      <contributor>
        <username>Jtwsaddress42</username>
        <id>234843</id>
      </contributor>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="1576" xml:space="preserve">* {{cite journal | last= Blobel | first= Günter | year= 1980 | title= Intracellular protein topogenesis | journal= Proceedings of the National Academy of Sciences, USA | volume= 77 | number= 3 | pages= 1496-1500  | publication-date= March 1, 1980 | pmid= 6929499 | pmc= 348522 | doi= 10.1073/pnas.77.3.149 | url= https://www.pnas.org/doi/abs/10.1073/pnas.77.3.1496 }}
* {{cite AV media | last= Blobel | first= Günter | year= 1999 | title= Protein Targeting (Nobel Lecture) | publisher= Nobel Prize | medium= December 8, 1999, at the Karolinska Hospital, Stockholm | publication-date= December 8, 1999 | url= https://www.nobelprize.org/prizes/medicine/1999/blobel/lecture/ }} [[File:High-contrast-camera-video.svg|24px|video]] (0:49:37)
* {{Cite journal | last= Blobel | first= Günter | year= 2000 | title= Protein Targeting (Nobel Lecture) | journal= Bioscience Reports | volume= 20 | number= 5 | pages= 303-344 | publication-date= October 1, 2000 | pmid= 11332596 | doi= 10.1023/a:1010318832604 | url= https://portlandpress.com/bioscirep/article-abstract/20/5/303/54654/Protein-Targeting?redirectedFrom=fulltext }}
* {{cite AV media | last= Blobel | first= Günter | year= 2017 | title= Günter Blobel, M.D., Ph.D. - Oral History Excerpts | series= The Rockefeller University Oral History Project | publisher=  The Rockefeller University | medium= Interviewed February 2017 | publication-date= September 27, 2018 | url= https://www.rockefeller.edu/about/history/oral-history-project/interview-with-gu%cc%88nter-blobel/ }} [[File:High-contrast-camera-video.svg|24px|video]]</text>
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  <page>
    <title>User:Jtwsaddress42/People/Blobel, Günter</title>
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      <id>2408511</id>
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      <contributor>
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        <id>234843</id>
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=== [[w:Günter Blobel|Blobel, Günter (1936 – 2018)]] ===
&lt;hr /&gt;
[[File:Gunter Blobel 2008 1.JPG|thumb|Günter Blobel (1936 – 2018)]]
[[File:Cytoplasma outside hypothesis.svg|thumb|Cytoplasma outside hypothesis]]
'''Notable Accomplishments'''
* [https://www.nobelprize.org/prizes/medicine/1999/blobel/facts/ The Nobel Prize in Physiology or Medicine 1999] - &quot;for the discovery that proteins have intrinsic signals that govern their transport and localization in the cell.&quot;
&lt;br /&gt;&lt;hr /&gt;
'''Publications'''
{{User:Jtwsaddress42/Bibliography/Blobel, Günter}}
&lt;hr /&gt;
Lingappa et al.&lt;br /&gt;&lt;hr /&gt;
{{User:Jtwsaddress42/Bibliography/Lingappa, Vishwanath R.}}
{{RoundBoxBottom}}
&lt;hr /&gt;</text>
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  <page>
    <title>User:Jtwsaddress42/People/Tonegawa, Susumu</title>
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    <id>285429</id>
    <revision>
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      <contributor>
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        <id>234843</id>
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      <comment>/* Tonegawa, Susumu (1939 - ) */</comment>
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=== [[w:Susumu Tonegawa|Tonegawa, Susumu (1939 - )]] ===
&lt;hr /&gt;
[[File:Susumu Tonegawa Photo.jpg|thumb|Susumu Tonegawa]]
'''Notable Accomplishments'''
* [https://www.nobelprize.org/prizes/medicine/1987/tonegawa/facts/ The Nobel Prize in Physiology or Medicine 1987] - “for his discovery of the genetic principle for generation of antibody diversity.” 
&lt;br /&gt;&lt;hr /&gt;
'''Publications'''
{{User:Jtwsaddress42/Bibliography/Tonegawa, Susumu}}
&lt;br /&gt;&lt;hr /&gt;
{| align= center
|'''V(D)J Recombination'''
[[File:VDJ recombination.png|640px|VDJ recombination]]
&lt;br /&gt;
|}
{{RoundBoxBottom}}
&lt;hr /&gt;</text>
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  <page>
    <title>User:Jtwsaddress42/People/Suzuki, Akira</title>
    <ns>2</ns>
    <id>285466</id>
    <revision>
      <id>2408417</id>
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      <contributor>
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      <text bytes="1135" xml:space="preserve">{{RoundBoxTop|theme=3}}
=== [[w:Akira Suzuki (chemist)|Suzuki, Akira (1930 - )]] ===
&lt;hr /&gt;
[[File:Nobel Prize 2010-Press Conference KVA-DSC 7383.jpg|thumb|Akira Suzuki{{efn|Nobel Prize 2010-Press Conference KVA-DSC 7383}}]]
'''Notable Accomplishments'''
* [https://www.nobelprize.org/prizes/chemistry/2010/suzuki/facts/ The Nobel Prize in Chemistry 2010] - shared with Richard Heck and Ei-ichi Negishi “for palladium-catalyzed cross couplings in organic synthesis.”
&lt;br /&gt;&lt;hr /&gt;
'''Publications'''
{{User:Jtwsaddress42/Bibliography/Suzuki, Akira}}
&lt;br /&gt;&lt;hr /&gt;
{| align= center | border=0 cellspacing=0 cellpadding=0 | style=&quot;vertical-align:top; 
|'''Suzuki coupling reaction'''&lt;br /&gt;
[[File:Mechanism of Suzuki coupling reaction.png|640px|Suzuki coupling reaction]]
|}
&lt;br /&gt;&lt;hr /&gt;
Miyaura et al.&lt;br /&gt;&lt;hr /&gt;
{{User:Jtwsaddress42/Bibliography/Miyaura, Norio}}
&lt;br /&gt;&lt;hr /&gt;
{| align= center | border=0 cellspacing=0 cellpadding=0 | style=&quot;vertical-align:top; 
|'''Suzuki-Miyaura coupling reaction'''&lt;br /&gt;
[[File:Suzuki-Miyaura reaction generalized mechanism.png|640px|Suzuki-Miyaura reaction]]
|}
&lt;br /&gt;
{{RoundBoxBottom}}
&lt;hr /&gt;</text>
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  </page>
  <page>
    <title>Universal Language of Absolutes/Identity</title>
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    <id>285519</id>
    <revision>
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      <contributor>
        <username>Hamish84</username>
        <id>1362807</id>
      </contributor>
      <comment>Added images</comment>
      <model>wikitext</model>
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[[File:Aleksis Kivi silhouette.png|left|thumb]]
[[File:Silhouette of an unknown young lady Met DP887352.jpg|center|thumb]]


Giving credence to the possibility of division directly impinges negatively on any possible experience of Reality as a whole experience. All principles that we recognize as implicit standards in making Reality transparent (Archimedes--the principle of leverage et al.) are good testaments to the direct relationship between they who know and the known.

In this regard, complementary evident proof of realisation (the principle of leverage et al.) can stand as markers to our innate ability to recognize consistent standards eventually. 

It is the quality of our inevitable experiences that dictates our ability to relate to ‘what is’. Conventionally we have presumed that our only means of defining ‘what is’ is generated by thought processes, and we have invested a great deal of human capital into securing that modus operandi as the only way of experiencing Reality.
 
Equity means balance.
Balance means agreement. 
Agreement means equity.
 
The implicit ‘wholeness’ of all principles or absolutes lies in the fact that  they are equally interchangeable. 
Reality is not composed of definitive answers - it is what it is. Final answers act as stepping-stones toward real experience. When we cling to mind as the repository for actual knowledge, we then automatically set up a firewall to exclude any threat to its existence. It is the so-called ’mind’ that demands an exercise or involvement in some futile effort which propagates ‘more reasonable’ intractable theories.
I experience, you experience, we all experience. 
To experience complete microscopic acts cannot be done in isolation. We do not observe in isolation; there must be connectedness. The Reality of the full microscopic action is that it has connectedness with the macrocosm in that it has all the implicit information necessary to provide us guidance (principle of leverage et al.). You may liken the experience of realising the properties of a grain of sand. In that instance, you then experience the stuff of every grain of sand. 
So to extend the analogy, if we experience the complete innate properties of a human being, we share the essential properties of every human being. It is our fundamental connectedness, and it bestows on us the potential ability to identify wholly, and ultimately ‘who we are’. If it were not within our innate capacity to know ‘who we are’, life, as we live it in contact with other homo sapiens, would be an impossible nightmare! 
 Implicit within that pure experience, everything is. Because there are constants, we can keep at least a tenuous grip on reality.” 
Observe human conformity at all levels, and there is the possibility that you will see that spatial dimension (expanse) in which all exist. That vision is not mind centred; it is part of the external spectrum. 
Instead of attempting to negate our very existence, let philosophy take its rightful place and address ‘what is’. 
The truth concerning the principle of leverage, measurements, etc., are not the personal property of Archimedes, or anyone else. They are Universal properties that we all equally share and consistently use. Principles do exist (experience understood), and it does not require a ‘mind’ or ‘consciousness’ to establish their Reality, however much you apply a ‘more reasonable’ standard of knowledge of their existence. 
All anyone can ever see is Reality in all its manifest forms. Never to see the principles operating in that Natural macrocosm is indeed a human tragedy.
Reality is the principle - thought is a fictitious dichotomy. Whatever the truth that exists in Reality, we must learn to measure it. There is nothing else.
The human experience is premised on how we exist and concur with the principles of Nature. 
Despite that inescapable necessity, we seem to continue along a path that attempts to deny that we are of the properties of Nature. 
Our very appearance and existence are corrupted by a ‘mind’ that intrudes itself into our everyday operations and distorts the reality that exists. 
Any proposition put forward based on the existence of a ‘mind’ must inevitably be flawed if any knowledge base lies in a restricted mythical location. The error comes about through believing that thought is an irrefutable process that can provide solutions. In effect, when we experience ‘that which is’ then the illusion (belief) is destroyed, and the illusory ‘I’ goes with it. In that circumstance, any question on the existence of Reality, Nature, Wholeness, is irrelevant. We can point to all Matter, all Energy, all Space, and all Time, as being objective imperatives without imposing any personal claim on their existence. 
The mind is an ‘I am’ delusional concept that for its protection, refuses to admit the externality of Reality, and of who ‘we are’. That Reality is not an incorporated projection of an individual imaginary life, but the vibrant relationship with everything that is. Our constant engagement with Science, Art, Education, Industry, etc., is testament to that relationship, and our adherence to the innate principles contained in Nature and ourselves. 
It is not ‘minds’ that ‘think alike’ to be aware of Reality; it is the experience of that which is true. 
We have the opportunity then to engage with their absolute intrinsic principles (the stuff of the Universe) of which we are the beneficiaries, and realise that personal relationship.”</text>
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        <username>Hamish84</username>
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      <comment>Moved images</comment>
      <model>wikitext</model>
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      <text bytes="5604" xml:space="preserve">


[[File:Aleksis Kivi silhouette.png|left|thumb]]
[[File:Silhouette of an unknown young lady Met DP887352.jpg|center|thumb]]


Giving credence to the possibility of division directly impinges negatively on any possible experience of Reality as a whole experience. All principles that we recognize as implicit standards in making Reality transparent (Archimedes--the principle of leverage et al.) are good testaments to the direct relationship between they who know and the known.

In this regard, complementary evident proof of realisation (the principle of leverage et al.) can stand as markers to our innate ability to recognize consistent standards eventually. 

It is the quality of our inevitable experiences that dictates our ability to relate to ‘what is’. Conventionally we have presumed that our only means of defining ‘what is’ is generated by thought processes, and we have invested a great deal of human capital into securing that modus operandi as the only way of experiencing Reality.
 
Equity means balance.
Balance means agreement. 
Agreement means equity.
 
The implicit ‘wholeness’ of all principles or absolutes lies in the fact that  they are equally interchangeable. Reality is not composed of definitive answers - it is what it is.  

But definitive answers answers act as stepping-stones toward real experience. When we cling to mind as the repository for actual knowledge, we then automatically set up a firewall to exclude any threat to its existence. It is the so-called ’mind’ that demands an exercise or involvement in some futile effort which propagates ‘more reasonable’ intractable theories.I experience, you experience, we all experience. To experience complete microscopic acts cannot be done in isolation. We do not observe in isolation; there must be a mutual connection. The Reality of the full microscopic action is that it has connection with the macrocosm in that it has all the implicit information necessary to provide us guidance (principle of leverage et  al.). You may liken the experience of realising the properties of a grain of sand. In that instance, you then experience the stuff of every grain of sand. 
So to extend the analogy, if we experience the complete innate properties of a human being, we share the essential properties of every human being. It is our fundamental connectedness, and it bestows on us the potential ability to identify wholly, and ultimately ‘who we are’. If it were not within our innate capacity to know ‘who we are’, life, as we live it in contact with other homo sapiens, would be an impossible nightmare! 
 Implicit within that pure experience, everything is. Because there are constants, we can keep at least a tenuous grip on reality.” 
Observe human conformity at all levels, and there is the possibility that you will see that spatial dimension (expanse) in which all exist. That vision is not mind centred; it is part of the external spectrum. 
Instead of attempting to negate our very existence, let philosophy take its rightful place and address ‘what is’. 
The truth concerning the principle of leverage, measurements, etc., are not the personal property of Archimedes, or anyone else. They are Universal properties that we all equally share and consistently use. Principles do exist (experience understood), and it does not require a ‘mind’ or ‘consciousness’ to establish their Reality, however much you apply a ‘more reasonable’ standard of knowledge of their existence. 
All anyone can ever see is Reality in all its manifest forms. Never to see the principles operating in that Natural macrocosm is indeed a human tragedy.
Reality is the principle - thought is a fictitious dichotomy. Whatever the truth that exists in Reality, we must learn to measure it. There is nothing else.
The human experience is premised on how we exist and concur with the principles of Nature. 
Despite that inescapable necessity, we seem to continue along a path that attempts to deny that we are of the properties of Nature. 
Our very appearance and existence are corrupted by a ‘mind’ that intrudes itself into our everyday operations and distorts the reality that exists. 
Any proposition put forward based on the existence of a ‘mind’ must inevitably be flawed if any knowledge base lies in a restricted mythical location. The error comes about through believing that thought is an irrefutable process that can provide solutions. In effect, when we experience ‘that which is’ then the illusion (belief) is destroyed, and the illusory ‘I’ goes with it. In that circumstance, any question on the existence of Reality, Nature, Wholeness, is irrelevant. We can point to all Matter, all Energy, all Space, and all Time, as being objective imperatives without imposing any personal claim on their existence. 
The mind is an ‘I am’ delusional concept that for its protection, refuses to admit the externality of Reality, and of who ‘we are’. That Reality is not an incorporated projection of an individual imaginary life, but the vibrant relationship with everything that is. Our constant engagement with Science, Art, Education, Industry, etc., is testament to that relationship, and our adherence to the innate principles contained in Nature and ourselves. 
It is not ‘minds’ that ‘think alike’ to be aware of Reality; it is the experience of that which is true. 
We have the opportunity then to engage with their absolute intrinsic principles (the stuff of the Universe) of which we are the beneficiaries, and realise that personal relationship.”</text>
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[[File:Aleksis Kivi silhouette.png|left|thumb]]

== '''Identity''' ==
[[File:Silhouette of an unknown young lady Met DP887352.jpg|center|thumb]]


Giving credence to the possibility of division directly impinges negatively on any possible experience of Reality as a whole experience. All principles that we recognize as implicit standards in making Reality transparent (Archimedes--the principle of leverage et al.) are good testaments to the direct relationship between they who know and the known.

In this regard, complementary evident proof of realization the principle of leverage  can stand as markers to our innate ability to recognize consistent standards eventually. 

It is the quality of our inevitable experiences that dictates our ability to relate to ‘what is’. Conventionally we have presumed that our only means of defining ‘what is’ is generated by thought processes, and we have invested a great deal of human capital into securing that as the only way of experiencing Reality.
 
Equity means balance.
Balance means agreement. 
Agreement means equity.
 
The implicit ‘wholeness’ of all principles or absolutes lies in the fact that  they are equally interchangeable. Reality is not composed of definitive answers - it is what it is.  

But definitive answers answers act as stepping-stones toward real experience. When we cling to mind as the repository for actual knowledge, we then automatically set up a firewall to exclude any threat to its existence. It is the so-called ’mind’ that demands an exercise or involvement in some futile effort which propagates ‘more reasonable’ intractable theories.I experience, you experience, we all experience. To experience complete microscopic acts cannot be done in isolation. We do not observe in isolation; there must be a mutual connection. 

The Reality of the full microscopic action is that it has connection with the macrocosm in that it has all the implicit information necessary to provide us guidance (principle of leverage et  al.). You may liken the experience of realizing the properties of a grain of sand. In that instance, you then experience the stuff of every grain of sand.  

So to extend the analogy, if we experience the complete innate properties of a human being, we share the essential properties of every human being. It is our fundamental connection and it bestows on us the potential ability to identify wholly, and ultimately ‘who we are’. If it were not within our innate capacity to know ‘who we are’, life, as we live it in contact with other homo sapiens, would be an impossible nightmare! Implicit within that pure experience, everything is. Because there are constants, we can keep at least a tenuous grip on reality.”  

Observe human conformity at all levels, and there is the possibility that you will see that spatial dimension (expanse) in which all exist. That vision is not mind centered; it is part of the external spectrum. Instead of attempting to negate our very existence, let philosophy take its rightful place and address ‘what is’. The truth concerning the principle of leverage, measurements, etc., are not the personal property of Archimedes, or anyone else. They are Universal properties that we all equally share and consistently use. Principles do exist (experience understood), and it does not require a ‘mind’ or ‘consciousness’ to establish their Reality, however much you apply a ‘more reasonable’ standard of knowledge of their existence. All anyone can ever see is Reality in all its manifest forms. Never to see the principles operating in that Natural macrocosm is indeed a human tragedy.Reality is the principle - thought is a fictitious dichotomy. Whatever the truth that exists in Reality, we must learn to measure it. There is nothing else.

The human experience is premised on how we exist and concur with the principles of Nature. Despite that inescapable necessity, we seem to continue along a path that attempts to deny that we are of the properties of Nature. Our very appearance and existence are corrupted by a ‘mind’ that intrudes itself into our everyday operations and distorts the reality that exists. 

Any proposition put forward based on the existence of a ‘mind’ must inevitably be flawed if any knowledge base lies in a restricted mythical location. The error comes about through believing that thought is an irrefutable process that can provide solutions. In effect, when we experience ‘that which is’ then the illusion (belief) is destroyed, and the illusory ‘I’ goes with it.

In that circumstance, any question on the existence of Reality, Nature, Wholeness, is irrelevant. We can point to all Matter, all Energy, all Space, and all Time, as being objective imperatives without imposing any personal claim on their existence. The mind is an ‘I am’ delusional concept that for its protection, refuses to admit the external of a Reality that exists, and of who ‘we are’. That Reality is not an incorporated projection of an individual imaginary life, but the vibrant relationship with everything that is. Our constant engagement with Science, Art, Education, Industry, etc., is testament to that relationship, and our adherence to the innate principles contained in Nature and ourselves. It is not ‘minds’ that ‘think alike’ to be aware of Reality; it is the experience of that which is true. We have the opportunity then to engage with their absolute intrinsic principles (the stuff of the Universe) of which we are the beneficiaries, and realize that personal relationship.”</text>
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  <page>
    <title>User:Jtwsaddress42/People/Chomsky, Noam</title>
    <ns>2</ns>
    <id>285525</id>
    <revision>
      <id>2408564</id>
      <parentid>2408344</parentid>
      <timestamp>2022-07-22T00:46:32Z</timestamp>
      <contributor>
        <username>Jtwsaddress42</username>
        <id>234843</id>
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      <comment>/* Chomsky, Noam (1929 - ) */</comment>
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=== [[w:Noam Chomsky|Chomsky, Noam (1929 - )]] ===
&lt;hr /&gt;
[[File:Noam Chomsky portrait 2017 retouched.png|thumb|Noam Chomsky 2017]]
[[File:Noam Chomsky signature.svg|thumb]]
[[File:Syntactic Structures Front Cover (1957 first edition).jpg|thumb|Syntactic_Structures_Front_Cover_(1957_first_edition)]]
[[File:Chomsky-hierarchy.svg|thumb|Chomsky-hierarchy]]
'''Notable Accomplishments'''
* Father of Modern Linguistics
* Critique of Skinnerian Behaviorism
* Critique of U.S. Foreign and Domestic Policy
* Socialist-Libertarian Anarchism
&lt;br /&gt;&lt;hr /&gt;
{{User:Jtwsaddress42/Quotes/Chomsky, Noam 2005a}}
&lt;hr /&gt;
'''Publications'''
{{User:Jtwsaddress42/Bibliography/Chomsky, Noam}}
&lt;hr /&gt;
Buckley Jr. et al.&lt;hr /&gt;
{{User:Jtwsaddress42/Bibliography/Buckley Jr. &amp; Chomsky}}
Hauser et al.&lt;hr /&gt;
{{User:Jtwsaddress42/Bibliography/Hauser, Marc D.}}
Herman et al.&lt;hr /&gt;
{{User:Jtwsaddress42/Bibliography/Herman, Edward S.}}
Lenneberg et al.&lt;hr /&gt;
{{User:Jtwsaddress42/Bibliography/Lenneberg, Eric H.}}
Stemmer et al.&lt;hr /&gt;
{{User:Jtwsaddress42/Bibliography/Stemmer, Brigitte}}
&lt;hr /&gt;
{{User:Jtwsaddress42/Quotes/Chomsky, Noam 1967a}}
&lt;hr /&gt;
'''Related'''
{{User:Jtwsaddress42/Bibliography/Barsky, Robert F.}}
{{User:Jtwsaddress42/Bibliography/Calvin &amp; Bickerton}}
{{User:Jtwsaddress42/Bibliography/Collier, Peter}}
{{RoundBoxBottom}}
&lt;hr /&gt;</text>
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    <revision>
      <id>2408570</id>
      <parentid>2408564</parentid>
      <timestamp>2022-07-22T00:51:24Z</timestamp>
      <contributor>
        <username>Jtwsaddress42</username>
        <id>234843</id>
      </contributor>
      <comment>/* Chomsky, Noam (1929 - ) */</comment>
      <model>wikitext</model>
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=== [[w:Noam Chomsky|Chomsky, Noam (1929 - )]] ===
&lt;hr /&gt;
[[File:Noam Chomsky portrait 2017 retouched.png|thumb|Noam Chomsky 2017]]
[[File:Noam Chomsky signature.svg|thumb]]
[[File:Syntactic Structures Front Cover (1957 first edition).jpg|thumb|Syntactic_Structures_Front_Cover_(1957_first_edition)]]
[[File:Current Issues in Linguistic Theory Front Cover (1964 first edition).jpg|thumb|Current_Issues_in_Linguistic_Theory_Front_Cover_(1964_first_edition)]]
[[File:Chomsky-Syntactic-Structures-Grammar-Model.jpg|thumb|Chomsky-Syntactic-Structures-Grammar-Model]]
[[File:Tree Diagram for Chomsky's Sentence.png|thumb|Tree_Diagram_for_Chomsky's_Sentence]]
[[File:Aspects Grammar Model.jpg|thumb|Aspects_Grammar_Model]]
[[File:Chomsky-hierarchy.svg|thumb|Chomsky-hierarchy]]
'''Notable Accomplishments'''
* Father of Modern Linguistics
* Critique of Skinnerian Behaviorism
* Critique of U.S. Foreign and Domestic Policy
* Socialist-Libertarian Anarchism
&lt;br /&gt;&lt;hr /&gt;
{{User:Jtwsaddress42/Quotes/Chomsky, Noam 2005a}}
&lt;hr /&gt;
'''Publications'''
{{User:Jtwsaddress42/Bibliography/Chomsky, Noam}}
&lt;hr /&gt;
Buckley Jr. et al.&lt;hr /&gt;
{{User:Jtwsaddress42/Bibliography/Buckley Jr. &amp; Chomsky}}
Hauser et al.&lt;hr /&gt;
{{User:Jtwsaddress42/Bibliography/Hauser, Marc D.}}
Herman et al.&lt;hr /&gt;
{{User:Jtwsaddress42/Bibliography/Herman, Edward S.}}
Lenneberg et al.&lt;hr /&gt;
{{User:Jtwsaddress42/Bibliography/Lenneberg, Eric H.}}
Stemmer et al.&lt;hr /&gt;
{{User:Jtwsaddress42/Bibliography/Stemmer, Brigitte}}
&lt;hr /&gt;
{{User:Jtwsaddress42/Quotes/Chomsky, Noam 1967a}}
&lt;hr /&gt;
'''Related'''
{{User:Jtwsaddress42/Bibliography/Barsky, Robert F.}}
{{User:Jtwsaddress42/Bibliography/Calvin &amp; Bickerton}}
{{User:Jtwsaddress42/Bibliography/Collier, Peter}}
{{RoundBoxBottom}}
&lt;hr /&gt;</text>
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      <id>2408606</id>
      <parentid>2408570</parentid>
      <timestamp>2022-07-22T02:29:27Z</timestamp>
      <contributor>
        <username>Jtwsaddress42</username>
        <id>234843</id>
      </contributor>
      <comment>/* Chomsky, Noam (1929 - ) */</comment>
      <model>wikitext</model>
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      <text bytes="1228" xml:space="preserve">{{RoundBoxTop|theme=3}}
=== [[w:Noam Chomsky|Chomsky, Noam (1929 - )]] ===
&lt;hr /&gt;
[[File:Noam Chomsky portrait 2017 retouched.png|thumb|Noam Chomsky 2017]]
[[File:Noam Chomsky signature.svg|thumb]]
'''Notable Accomplishments'''
* Father of Modern Linguistics
* Critique of Skinnerian Behaviorism
* Critique of U.S. Foreign and Domestic Policy
* Socialist-Libertarian Anarchism
&lt;br /&gt;&lt;hr /&gt;
{{User:Jtwsaddress42/Quotes/Chomsky, Noam 2005a}}
&lt;hr /&gt;
'''Publications'''
{{User:Jtwsaddress42/Bibliography/Chomsky, Noam}}
&lt;hr /&gt;
Buckley Jr. et al.&lt;hr /&gt;
{{User:Jtwsaddress42/Bibliography/Buckley Jr. &amp; Chomsky}}
Hauser et al.&lt;hr /&gt;
{{User:Jtwsaddress42/Bibliography/Hauser, Marc D.}}
Herman et al.&lt;hr /&gt;
{{User:Jtwsaddress42/Bibliography/Herman, Edward S.}}
Lenneberg et al.&lt;hr /&gt;
{{User:Jtwsaddress42/Bibliography/Lenneberg, Eric H.}}
Stemmer et al.&lt;hr /&gt;
{{User:Jtwsaddress42/Bibliography/Stemmer, Brigitte}}
&lt;hr /&gt;
{{User:Jtwsaddress42/Gallery/Chomskian Linguistics}}
&lt;hr /&gt;
{{User:Jtwsaddress42/Quotes/Chomsky, Noam 1967a}}
&lt;hr /&gt;
'''Related'''
{{User:Jtwsaddress42/Bibliography/Barsky, Robert F.}}
{{User:Jtwsaddress42/Bibliography/Calvin &amp; Bickerton}}
{{User:Jtwsaddress42/Bibliography/Collier, Peter}}
{{RoundBoxBottom}}
&lt;hr /&gt;</text>
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      <comment>/* Chomsky, Noam (1929 - ) */</comment>
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=== [[w:Noam Chomsky|Chomsky, Noam (1929 - )]] ===
&lt;hr /&gt;
[[File:Noam Chomsky portrait 2017 retouched.png|thumb|Noam Chomsky 2017]]
[[File:Noam Chomsky signature.svg|thumb]]
'''Notable Accomplishments'''
* Father of Modern Linguistics
* Critique of Skinnerian Behaviorism
* Critique of U.S. Foreign and Domestic Policy
* Socialist-Libertarian Anarchism
&lt;br /&gt;&lt;hr /&gt;
{{User:Jtwsaddress42/Quotes/Chomsky, Noam 2005a}}
&lt;hr /&gt;
'''Publications'''
{{User:Jtwsaddress42/Bibliography/Chomsky, Noam}}
&lt;hr /&gt;
Buckley Jr. et al.&lt;hr /&gt;
{{User:Jtwsaddress42/Bibliography/Buckley Jr. &amp; Chomsky}}
Hauser et al.&lt;hr /&gt;
{{User:Jtwsaddress42/Bibliography/Hauser, Marc D.}}
Herman et al.&lt;hr /&gt;
{{User:Jtwsaddress42/Bibliography/Herman, Edward S.}}
Lenneberg et al.&lt;hr /&gt;
{{User:Jtwsaddress42/Bibliography/Lenneberg, Eric H.}}
Stemmer et al.&lt;hr /&gt;
{{User:Jtwsaddress42/Bibliography/Stemmer, Brigitte}}
&lt;hr /&gt;
{| align= center | width= 480px
|{{User:Jtwsaddress42/Gallery/Chomskian Linguistics}}
&lt;br /&gt;
|}
&lt;hr /&gt;
{{User:Jtwsaddress42/Quotes/Chomsky, Noam 1967a}}
&lt;hr /&gt;
'''Related'''
{{User:Jtwsaddress42/Bibliography/Barsky, Robert F.}}
{{User:Jtwsaddress42/Bibliography/Calvin &amp; Bickerton}}
{{User:Jtwsaddress42/Bibliography/Collier, Peter}}
{{RoundBoxBottom}}
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{{Technical editor|start=May 2022}}</text>
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      <text bytes="1198" xml:space="preserve">[File:Natalie Charamut Headshot.jpg|thumb|Headshot]]

Hi my name is Natalie and I graduated in 2018 from the [[University of North Carolina at Chapel Hill]]. I double majored in ''Psychology (B.A.)'' and ''Political Science'' and minored in ''Public Policy''. I started editing Wikipedia and Wikiversity as part of [[Eric Youngstrom|Dr. Eric Youngstrom]]'s Mood, Emotions, and Clinical Child Assessment (MECCA) Lab at UNC-CH. [[Eric Youngstrom|Dr. Youngstrom]] specializes in [[bipolar disorder]], [[sleep]], and evidence based assessment (EBA). Dr. Youngstrom started editing Wikipedia as a way to deliver good, scholarly psychological information about Evidenced-Based Assessment to the general public and clinicians. I just finished my master's in clinical psychology at the [[University of Maryland, College Park]] working with Dr. Andres De Los Reyes in the Comprehensive Assessment and Intervention Program Lab. I will be starting my PhD in school psychology at the [[University of Connecticut]] in the fall of 2022. My interests are child and adolescent ''assessment'' especially related to multiple-informant discrepancies and ''[[anxiety disorders]]''.

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      <text bytes="1144" xml:space="preserve">Hi my name is Natalie and I graduated in 2018 from the [[University of North Carolina at Chapel Hill]]. I double majored in ''Psychology (B.A.)'' and ''Political Science'' and minored in ''Public Policy''. I started editing Wikipedia and Wikiversity as part of [[Eric Youngstrom|Dr. Eric Youngstrom]]'s Mood, Emotions, and Clinical Child Assessment (MECCA) Lab at UNC-CH. [[Eric Youngstrom|Dr. Youngstrom]] specializes in [[bipolar disorder]], [[sleep]], and evidence based assessment (EBA). Dr. Youngstrom started editing Wikipedia as a way to deliver good, scholarly psychological information about Evidenced-Based Assessment to the general public and clinicians. I just finished my master's in clinical psychology at the [[University of Maryland, College Park]] working with Dr. Andres De Los Reyes in the Comprehensive Assessment and Intervention Program Lab. I will be starting my PhD in school psychology at the [[University of Connecticut]] in the fall of 2022. My interests are child and adolescent ''assessment'' especially related to multiple-informant discrepancies and ''[[anxiety disorders]]''.

{{Technical editor|start=May 2022}}</text>
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      <text bytes="1562" xml:space="preserve">Hi my name is Natalie and I graduated in 2018 from the [[University of North Carolina at Chapel Hill]]. I double majored in ''Psychology (B.A.)'' and ''Political Science'' and minored in ''Public Policy''. I started editing Wikipedia and Wikiversity as part of [[Eric Youngstrom|Dr. Eric Youngstrom]]'s Mood, Emotions, and Clinical Child Assessment (MECCA) Lab at UNC-CH. [[Eric Youngstrom|Dr. Youngstrom]] specializes in [[bipolar disorder]], [[sleep]], and evidence based assessment (EBA). Dr. Youngstrom started editing Wikipedia as a way to deliver good, scholarly psychological information about Evidenced-Based Assessment to the general public and clinicians. I just finished my master's in clinical psychology at the [[University of Maryland, College Park]] working with Dr. Andres De Los Reyes in the Comprehensive Assessment and Intervention Program Lab. I will be starting my PhD in school psychology at the [[University of Connecticut]] in the fall of 2022. My interests are child and adolescent ''assessment'' especially related to multiple-informant discrepancies and ''[[anxiety disorders]]''.

{{Technical editor|start=May 2022}}

{{boxboxtop}}
[[:Category:Residence user templates|US]]
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{{Babel|en|}} &lt;br&gt;
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      <text bytes="1501" xml:space="preserve">Hi my name is Natalie and I graduated in 2018 from the [[University of North Carolina at Chapel Hill]]. I double majored in ''Psychology (B.A.)'' and ''Political Science'' and minored in ''Public Policy''. I started editing Wikipedia and Wikiversity as part of [[Eric Youngstrom|Dr. Eric Youngstrom]]'s Mood, Emotions, and Clinical Child Assessment (MECCA) Lab at UNC-CH. [[Eric Youngstrom|Dr. Youngstrom]] specializes in [[bipolar disorder]], [[sleep]], and evidence based assessment (EBA). Dr. Youngstrom started editing Wikipedia as a way to deliver good, scholarly psychological information about Evidenced-Based Assessment to the general public and clinicians. I just finished my master's in clinical psychology at the [[University of Maryland, College Park]] working with Dr. Andres De Los Reyes in the Comprehensive Assessment and Intervention Program Lab. I will be starting my PhD in school psychology at the [[University of Connecticut]] in the fall of 2022. My interests are child and adolescent ''assessment'' especially related to multiple-informant discrepancies and ''[[anxiety disorders]]''.

{{Technical editor|start=May 2022}}

{{boxboxtop}}
[[:Category:Residence user templates|US]]
&lt;/noinclude&gt;
{{user UNC}}
{{user UMD}}
{{user psychology}}
{{user researcher}}
{{User:AndrewOne/Userboxes/OpenResearch}}
{{Template:User higher education}}
{{Userbox/Zotero}}
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      <text bytes="1362" xml:space="preserve">Hi my name is Natalie and I graduated in 2018 from the [[University of North Carolina at Chapel Hill]]. I double majored in ''Psychology (B.A.)'' and ''Political Science'' and minored in ''Public Policy''. I started editing Wikipedia and Wikiversity as part of [[Eric Youngstrom|Dr. Eric Youngstrom]]'s Mood, Emotions, and Clinical Child Assessment (MECCA) Lab at UNC-CH. [[Eric Youngstrom|Dr. Youngstrom]] specializes in [[bipolar disorder]], [[sleep]], and evidence based assessment (EBA). Dr. Youngstrom started editing Wikipedia as a way to deliver good, scholarly psychological information about Evidenced-Based Assessment to the general public and clinicians. I just finished my master's in clinical psychology at the [[University of Maryland, College Park]] working with Dr. Andres De Los Reyes in the Comprehensive Assessment and Intervention Program Lab. I will be starting my PhD in school psychology at the [[University of Connecticut]] in the fall of 2022. My interests are child and adolescent ''assessment'' especially related to multiple-informant discrepancies and ''[[anxiety disorders]]''.

{{Technical editor|start=May 2022}}

{{boxboxtop}}
&lt;/noinclude&gt;
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{{user UMD}}
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{{Userbox/Zotero}}
{{User:Dkriegls/ABCTUserbox}}
{{User Wikipedian for|year=2017|month=2|day=24|link=true}}
{{Babel|en|}} &lt;br&gt;
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      <text bytes="1319" xml:space="preserve">Hi my name is Natalie and I graduated in 2018 from the [[University of North Carolina at Chapel Hill]]. I double majored in ''Psychology (B.A.)'' and ''Political Science'' and minored in ''Public Policy''. I started editing Wikipedia and Wikiversity as part of [[Eric Youngstrom|Dr. Eric Youngstrom]]'s Mood, Emotions, and Clinical Child Assessment (MECCA) Lab at UNC-CH. [[Eric Youngstrom|Dr. Youngstrom]] specializes in [[bipolar disorder]], [[sleep]], and evidence based assessment (EBA). Dr. Youngstrom started editing Wikipedia as a way to deliver good, scholarly psychological information about Evidenced-Based Assessment to the general public and clinicians. I just finished my master's in clinical psychology at the [[University of Maryland, College Park]] working with Dr. Andres De Los Reyes in the Comprehensive Assessment and Intervention Program Lab. I will be starting my PhD in school psychology at the [[University of Connecticut]] in the fall of 2022. My interests are child and adolescent ''assessment'' especially related to multiple-informant discrepancies and ''[[anxiety disorders]]''.

{{Technical editor|start=May 2022}}

{{boxboxtop}}
&lt;/noinclude&gt;
{{user UNC}}
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{{User Wikipedian for|year=2017|month=2|day=24|link=true}}
{{Babel|en|}} &lt;br&gt;
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      <comment>New resource with &quot;== Description ==  '''PyramidSelectionSort''' get first pair of values, compare it and save minimal value (index) to new array. Repeat for all pair, create row 0. Repeat for row 0, create row 1... Find minimal value. Create tournament table of winners. Then remove minimal and rebuild pyramid branch (where minimal figured) and again find minimal value.  {| class=&quot;wikitable&quot; | bgcolor=&quot;#eaecf0&quot; |'''Category''' |Sorting algorithm |- | bgcolor=&quot;#eaecf0&quot; |'''Sub category''' |...&quot;</comment>
      <model>wikitext</model>
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      <text bytes="10101" xml:space="preserve">== Description ==

'''PyramidSelectionSort''' get first pair of values, compare it and save minimal value (index) to new array. Repeat for all pair, create row 0. Repeat for row 0, create row 1... Find minimal value. Create tournament table of winners. Then remove minimal and rebuild pyramid branch (where minimal figured) and again find minimal value.

{| class=&quot;wikitable&quot;
| bgcolor=&quot;#eaecf0&quot; |'''Category'''
|Sorting algorithm
|-
| bgcolor=&quot;#eaecf0&quot; |'''Sub category'''
|Selection sort
|-
| bgcolor=&quot;#eaecf0&quot; |'''Name'''
|'''PyramidSelectionSort'''
|-
| bgcolor=&quot;#eaecf0&quot; |'''Data structure'''
|Array
|-
| bgcolor=&quot;#eaecf0&quot; |'''Comparations'''
|&lt;math&gt;O(n\log n)&lt;/math&gt;
|-
| bgcolor=&quot;#eaecf0&quot; |'''Timing'''
|&lt;math&gt;O(n\log n)&lt;/math&gt;
|-
| bgcolor=&quot;#eaecf0&quot; |'''Spacing'''
|&lt;math&gt;2*n + n&lt;/math&gt; (input + output + pyramid index)
|-
| bgcolor=&quot;#eaecf0&quot; |'''Stability'''
|Stable algorithm
|}


== Statistics (average) ==

&lt;pre&gt;
n         = 1.000
value-min = 0
value-max = n/2     // 50% of array contain some repeating value
------------------
compares  ~ 8.716   (Tim-sort ~8.680)
cycles    ~ 11.506  (Tim-sort ~20.969)
moves     ~ 1.753   (Tim-sort ~15.534, Select-sort ~2.979)
stability = stable
&lt;/pre&gt;

== Schematic of work ==

&lt;pre style=&quot;overflow:auto; width:auto;&quot;&gt;
pavel vs. tomas    zdenek vs. michal
  |         |         |         |
  +----+----+         +----+----+
       |                   |
     tomas               zdenek
       |                   |
       +---------+---------+
                 |
               zdenek
out: zdenek

pavel vs. tomas       -       michal  --- remove winner and find new winner for all old winner fights
  |         |         |         |
  +----+----+         +----+----+
       |                   |
     tomas               michal
       |                   |
       +---------+---------+
                 |
               tomas
out: zdenek, tomas

pavel       -         -       michal
  |         |         |         |
  +----+----+         +----+----+
       |                   |
     pavel               michal
       |                   |
       +---------+---------+
                 |
               pavel
out: zdenek, tomas, pavel, michal


3 1 2 2 0 3 1 0    // input

3-1 2-2 0-3 1-0    // compare pair from input and create row 0 of minimal
  1-2   0-----0    // row 0, pyramid of minimal values / index of position (for scheme i use value, use position in alg. code)
  1-----0 . .      // row 1
        0 . .      // row 2, save minimal to out &quot;0&quot;, cmp = 7
          . .
  1 2     3---0    // rebuild pyramid branch (row[0][4,5,6,7], row[1][3,4], row[2][1])
  1-----------0
            . 0    // save &quot;0&quot;, cmp + 2
            . x
  1 2     3-1 x    // rebuild pyramid branch
  1---------1
  1                // save &quot;1&quot;, cmp + 2
  x
3---2     3 1      // rebuild pyramid branch
    2-------1
            1      // save &quot;1&quot;, cmp + 2
            x
3   2     3 x      // rebuild pyramid branch (when not even or odd value from input, use &quot;x&quot; (-1 in alg. code), when &quot;x&quot; copy second index to next level)
    2-----3
    2              // save &quot;2&quot;, cmp + 1
    x
3-----2   3        // rebuild pyramid branch (when &quot;x&quot;, copy index to next level)
      2---3
      2            // save &quot;2&quot;, cmp + 2
      x
3     x   3        // rebuild pyramid (when &quot;x&quot;, copy index to next level)
3---------3
3                  // save &quot;3&quot;, cmp + 1

          3        // save last &quot;3&quot;
===============
0 0 1 1 2 2 3 3    // output, suma(cmp) = 7+2+2+2+1+2+1 = 17
&lt;/pre&gt;

== Code (javascript) ==
&lt;syntaxhighlight lang=&quot;JavaScript&quot;&gt;
&lt;div&gt;&lt;/div&gt;
&lt;script&gt;
// Created by Peter Mlich (2022)

// build first pyramid of minimal values
function pyramid_part1_buildPyramid(list, cmp, i_start, i_end, size)
	{
	var i,j,k, k_end, lvl, lvlp1;
	var pyramid = [];
	i   = i_start;
	j   = i_start+1;
	k   = 0;
	lvl = 0;
	pyramid[lvl] = [];

	while (j&lt;i_end)
		{
glob.cycles++;
		if (cmp(list[i], list[j])&gt;0)
			{swap(list, i, j);}
		pyramid[lvl][k] = i; i+=2; j+=2; k++;
		}
	if (i&lt;i_end)	// pokud je size liche cislo, pak pridej posledni prvek a preswapuj to (toho vyuziji pozdeji v part2)
		{
		if (cmp(list[i-2], list[i])&gt;0)
			{
			tmp = list[i];
			list[i  ] = list[i-1];
			list[i-1] = list[i-2];
			list[i-2] = tmp;
glob.moves += 4;
			pyramid[lvl][k] = i;
			}
		else {if (cmp(list[i-1], list[i])&gt;0)
			{
			tmp = list[i];
			list[i  ] = list[i-1];
			list[i-1] = tmp;
glob.moves += 3;
			}}
		}

	i_end = k;
	lvlp1 = lvl + 1;
	while (i_end&gt;1)
		{
glob.cycles++;
		pyramid[lvlp1] = [];
		k = 0;
		i = 0;
		j = 1;	// =i+1
		while (j&lt;i_end)
			{
glob.cycles++;
			if (cmp(list[ pyramid[lvl][i] ], list[ pyramid[lvl][j] ])&gt;0)
				{pyramid[lvlp1][k] = pyramid[lvl][j]; i+=2; j+=2; k++; continue;}
			else	{pyramid[lvlp1][k] = pyramid[lvl][i]; i+=2; j+=2; k++; continue;}
			}
		if (i&lt;i_end) {pyramid[lvlp1][k] = pyramid[lvl][i]; k++;}
		lvl++;
		lvlp1++;
		i_end = k;
		}
	return [pyramid, lvl, pyramid[lvl][0], (size&gt;&gt;1)&lt;&lt;1 != size];	// return pyramid, last lvl, last index, boolean for odd-size)
	}

function pyramid_part3_rebuildPyramidEven(pyramid, lvl_end, bool, list, cmp, i_end, pos)
	{
	var lvl, val2, empty = -1, a, b;
	val2 = pyramid[0][pos];
	for (lvl=0; lvl&lt;lvl_end; lvl++)
		{
glob.cycles++;
		if ((pos &amp; 0x01) == 0)
			{
			if (pos==pyramid[lvl].length-1)
				{
				pos = pos&gt;&gt;1;
				pyramid[lvl+1][pos] = val2; //val2 = val2;
				continue;
				}
			b = pyramid[lvl][pos+1];
			a = pyramid[lvl][pos];
			pos = pos&gt;&gt;1;
			if (b==empty)
				{pyramid[lvl+1][pos] = a; val2 = a; continue;}
			if (cmp(list[a], list[b])&gt;0)
				{pyramid[lvl+1][pos] = b; val2 = b; continue;}
			pyramid[lvl+1][pos] = a; val2 = a;
			}
		else	{
			a = pyramid[lvl][pos-1];
			b = pyramid[lvl][pos];
			pos = pos&gt;&gt;1;
			if (a==empty)
				{pyramid[lvl+1][pos] = b; val2 = b; continue;}
			if (cmp(list[a], list[b])&gt;0)
				{pyramid[lvl+1][pos] = b; val2 = b; continue;}
			pyramid[lvl+1][pos] = a; val2 = a;
			}
		}
	return [pyramid, lvl_end, pyramid[lvl_end][0], bool];
	}

// rebuild pyramid, rewrite branch by new value
function pyramid_part2_rebuildPyramid(pyramid, lvl_end, bool, list, cmp, i_end, i_endm3)
	{
	var cycles = 0;
	var lvl, pos, val, val2, a, b, empty=-1;
	val = pyramid[lvl_end][0];
	pos = val&gt;&gt;1;			// pozice zleva
	if (bool==true &amp;&amp; ((pos&lt;&lt;1)==i_endm3) &amp;&amp; ((val &amp; 0x01) == 0) )	// kdyz je size liche cislo a dojde k eliminaci n-2, tak posun posledni 2 cisla
		{
		bool = false;
		list[val]   = list[val+1];
		list[val+1] = list[val+2];
glob.moves += 2;
					// je sude, pak vymen za liche a prepocitej vsechna nutna porovnani
		pyramid[0][pos] = val;
		// pozn.: tento kod je prepsany na funkci, protoze by byl duplicitne
		return pyramid_part3_rebuildPyramidEven(pyramid, lvl_end, bool, list, cmp, i_end, pos);
		}
	else {if ((val &amp; 0x01) == 0)	// je sude, pak vymen za liche a prepocitej vsechna nutna porovnani
		{
		pyramid[0][pos] = val + 1;
		return pyramid_part3_rebuildPyramidEven(pyramid, lvl_end, bool, list, cmp, i_end, pos);
		}
	else	{			// je liche, pak odstran a prepocitej vsechna nutna porovnani
		val2 = empty;
		pyramid[0][pos] = val2;
		for (lvl=0; lvl&lt;lvl_end; lvl++)
			{
glob.cycles++;
			if ((pos &amp; 0x01) == 0)
				{
				if (pos==pyramid[lvl].length-1)
					{
					pos = pos&gt;&gt;1;
					pyramid[lvl+1][pos] = val2; //val2 = val2
					continue;
					}
				a = pyramid[lvl][pos];
				b = pyramid[lvl][pos+1];
				pos = pos&gt;&gt;1;
				if (a!==empty &amp;&amp; b!==empty)
					{
					if (cmp(list[a], list[b])&gt;0)
						{pyramid[lvl+1][pos] = b; val2 = b; continue;}
					else	{pyramid[lvl+1][pos] = a; val2 = a; continue;}
					}
				if (b!==empty)
					{pyramid[lvl+1][pos] = b; val2 = b; continue;}
				pyramid[lvl+1][pos] = a;
				val2 = a;
				}
			else	{
				a = pyramid[lvl][pos-1];
				b = pyramid[lvl][pos];
				pos = pos&gt;&gt;1;
				if (a!==empty &amp;&amp; b!==empty)
					{
					if (cmp(list[a], list[b])&gt;0)
						{pyramid[lvl+1][pos] = b; val2 = b; continue;}
					else	{pyramid[lvl+1][pos] = a; val2 = a; continue;}
					}
				if (a!==empty)
					{pyramid[lvl+1][pos] = a; val2 = a; continue;}
				pyramid[lvl+1][pos] = b;
				val2 = b;
				}
			}
		}}
	return [pyramid, lvl_end, pyramid[lvl_end][0], bool];
	}

// princip: vyber minimum z kazdeho paru, pak porovnej minima, minima minim ... az ziskas nejmensi cislo
// pak vyrad nejmensi cislo z pyramidy a propocitej celou vetev, opet ziskej minimum
function PyramidSelectSort(cmp, start, end, n)
	{
	if (o.size&lt;2) {return o.n;}

	var pyramid_data, i, x, y, endm3 = o.end-3;
	x = o.n;
	y = o.n==1 ? 2 : 1;

	pyramid_data = pyramid_part1_buildPyramid(arr[x], o.fn_cmp, o.start, o.end, o.size);	// create pyramid of index from minimal values of pair
	i = o.start;
	arr[y][i] = arr[x][pyramid_data[2]];
glob.moves++;
	i++;

	while (i&lt;o.end)
		{
glob.cycles++;
		pyramid_data = pyramid_part2_rebuildPyramid(pyramid_data[0], pyramid_data[1], pyramid_data[3], arr[x], o.fn_cmp, o.end, endm3)
		arr[y][i] = arr[x][pyramid_data[2]];
glob.moves++;
		i++;
		}
	return y;
	}


// code optimalized for my tester
function sortCompare (a, b)
	{
glob.cmps++;
	var c = a - b;
	return c&gt;0 ? 1 : (c&lt;0 ? -1 : 0);
	};

function swap (list, a, b)
	{
	if (a==b) {return;}
	var tmp = list[a];
	list[a] = list[b];
	list[b] = tmp;
glob.moves += 3;
	};

var arr  = [null, [7,7,4,3,4,7,6,7,0,1,0,6,7,2,2,4], [-1,-1,-1,-1,-1,-1,-1,-1,-1,-1,-1,-1,-1,-1,-1,-1]]
var glob = {moves: 0, cycles: 0, cmps: 0};
var o    = {start: 0, end: 16, size: 16 - 0, n: 1, moves: 0, cycles: 0, fn_cmp: sortCompare};
var log = [], i=0, n;

log[i++] = 'array-before ' + JSON.stringify(arr[1])

o.n = PyramidSelectSort(o.fn_cmp, o.start, o.end, o.n);

log[i++] = 'array-after ' + JSON.stringify(arr[o.n])
log[i++] = 'glob ' + JSON.stringify(glob)
log[i++] = 'n ' + JSON.stringify(o.end - o.start)
document.getElementsByTagName('DIV')[0].innerHTML = log.join('&lt;br&gt;')

/*
array-before [7,7,4,3,4,7,6,7,0,1,0,6,7,2,2,4]
array-after [0,0,1,2,2,3,4,4,4,6,6,7,7,7,7,7]
glob {&quot;moves&quot;:22,&quot;cycles&quot;:78,&quot;cmps&quot;:47}
n 16
*/
&lt;/script&gt;
&lt;/syntaxhighlight&gt;

== References ==
{{reflist}}

== Links ==

=== Internal links ===

* [[Data Structures and Algorithms/Sorting Data]]</text>
      <sha1>ephougxtqwez5nfbeiktse6mtk6q156</sha1>
    </revision>
    <revision>
      <id>2408678</id>
      <parentid>2408408</parentid>
      <timestamp>2022-07-22T07:01:04Z</timestamp>
      <contributor>
        <username>Peter.mlich</username>
        <id>2946719</id>
      </contributor>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="10156" xml:space="preserve">== Description ==

'''PyramidSelectionSort''' get first pair of values, compare it and save minimal value (index) to new array. Repeat for all pair, create row 0. Repeat for row 0, create row 1... Find minimal value. Create tournament table of winners. Then remove minimal and rebuild pyramid branch (where minimal figured) and again find minimal value.
{| class=&quot;wikitable&quot;
|-
!Category
|Sorting algorithm
|-
!Sub category
|Selection sort
|-
!Name
|'''PyramidSelectionSort'''
|-
!Data structure
|Array
|-
!Comparations
|&lt;math&gt;O(n\log n)&lt;/math&gt;
|-
!Timing
|&lt;math&gt;O(n\log n)&lt;/math&gt;
|-
!Spacing
|&lt;math&gt;2*n + n&lt;/math&gt; (input + output + index table)
|-
!Stability
|Stable algorithm
|}

== Statistics from real code execution (average) ==

&lt;pre&gt;
n         = 1.000
value-min = 0
value-max = n/2     // 50% of array contain some repeating value
------------------
compares  ~ 8.716   (Tim-sort ~8.680)
cycles    ~ 11.506  (Tim-sort ~20.969)
moves     ~ 1.753   (Tim-sort ~15.534, Select-sort ~2.979)
stability = stable
&lt;/pre&gt;

== Schematic of work ==

&lt;pre style=&quot;overflow:auto; width:auto;&quot;&gt;
pavel vs. tomas    zdenek vs. michal
  |         |         |         |
  +----+----+         +----+----+
       |                   |
     tomas               zdenek
       |                   |
       +---------+---------+
                 |
               zdenek                 --- out: zdenek

pavel vs. tomas       -       michal  --- remove winner and find new winner in this branch
  |         |         |         |
  +----+----+         +----+----+
       |                   |
     tomas               michal
       |                   |
       +---------+---------+
                 |
               tomas                  --- out: zdenek, tomas

pavel       -         -       michal
  |         |         |         |
  +----+----+         +----+----+
       |                   |
     pavel               michal
       |                   |
       +---------+---------+
                 |
               pavel                 --- out: zdenek, tomas, pavel, michal


3 1 2 2 0 3 1 0    // input

3-1 2-2 0-3 1-0    // compare pair from input and create row 0 of minimal
  1-2   0-----0    // row 0, pyramid of minimal values / index of position (for scheme i use value, use position in alg. code)
  1-----0 . .      // row 1
        0 . .      // row 2, save minimal to out &quot;0&quot;, cmp = 7
          . .
  1 2     3---0    // rebuild branch (row[0][4,5,6,7], row[1][3,4], row[2][1]) and compare new winner in branch
  1-----------0
            . 0    // save &quot;0&quot;, cmp + 2
            . x
  1 2     3-1 x    // rebuild branch
  1---------1
  1                // save &quot;1&quot;, cmp + 2
  x
3---2     3 1      // rebuild branch
    2-------1
            1      // save &quot;1&quot;, cmp + 2
            x
3   2     3 x      // rebuild branch (when not even or odd value from input, use &quot;x&quot; (-1 in alg. code), when &quot;x&quot; copy second index to next level)
    2-----3
    2              // save &quot;2&quot;, cmp + 1
    x
3-----2   3        // rebuild branch (when &quot;x&quot;, copy index to next level)
      2---3
      2            // save &quot;2&quot;, cmp + 2
      x
3     x   3        // rebuild branch (when &quot;x&quot;, copy index to next level)
3---------3
3                  // save &quot;3&quot;, cmp + 1

          3        // save last &quot;3&quot;
===============
0 0 1 1 2 2 3 3    // output, suma(cmp) = 7+2+2+2+1+2+1 = 17
&lt;/pre&gt;

== Code (javascript) ==
&lt;syntaxhighlight lang=&quot;JavaScript&quot;&gt;
&lt;div&gt;&lt;/div&gt;
&lt;script&gt;
// Created by Peter Mlich (2022)

// build first pyramid of minimal values
function pyramid_part1_buildPyramid(list, cmp, i_start, i_end, size)
	{
	var i,j,k, k_end, lvl, lvlp1;
	var pyramid = [];
	i   = i_start;
	j   = i_start+1;
	k   = 0;
	lvl = 0;
	pyramid[lvl] = [];

	while (j&lt;i_end)
		{
glob.cycles++;
		if (cmp(list[i], list[j])&gt;0)
			{swap(list, i, j);}
		pyramid[lvl][k] = i; i+=2; j+=2; k++;
		}
	if (i&lt;i_end)	// pokud je size liche cislo, pak pridej posledni prvek a preswapuj to (toho vyuziji pozdeji v part2)
		{
		if (cmp(list[i-2], list[i])&gt;0)
			{
			tmp = list[i];
			list[i  ] = list[i-1];
			list[i-1] = list[i-2];
			list[i-2] = tmp;
glob.moves += 4;
			pyramid[lvl][k] = i;
			}
		else {if (cmp(list[i-1], list[i])&gt;0)
			{
			tmp = list[i];
			list[i  ] = list[i-1];
			list[i-1] = tmp;
glob.moves += 3;
			}}
		}

	i_end = k;
	lvlp1 = lvl + 1;
	while (i_end&gt;1)
		{
glob.cycles++;
		pyramid[lvlp1] = [];
		k = 0;
		i = 0;
		j = 1;	// =i+1
		while (j&lt;i_end)
			{
glob.cycles++;
			if (cmp(list[ pyramid[lvl][i] ], list[ pyramid[lvl][j] ])&gt;0)
				{pyramid[lvlp1][k] = pyramid[lvl][j]; i+=2; j+=2; k++; continue;}
			else	{pyramid[lvlp1][k] = pyramid[lvl][i]; i+=2; j+=2; k++; continue;}
			}
		if (i&lt;i_end) {pyramid[lvlp1][k] = pyramid[lvl][i]; k++;}
		lvl++;
		lvlp1++;
		i_end = k;
		}
	return [pyramid, lvl, pyramid[lvl][0], (size&gt;&gt;1)&lt;&lt;1 != size];	// return pyramid, last lvl, last index, boolean for odd-size)
	}

function pyramid_part3_rebuildPyramidEven(pyramid, lvl_end, bool, list, cmp, i_end, pos)
	{
	var lvl, val2, empty = -1, a, b;
	val2 = pyramid[0][pos];
	for (lvl=0; lvl&lt;lvl_end; lvl++)
		{
glob.cycles++;
		if ((pos &amp; 0x01) == 0)
			{
			if (pos==pyramid[lvl].length-1)
				{
				pos = pos&gt;&gt;1;
				pyramid[lvl+1][pos] = val2; //val2 = val2;
				continue;
				}
			b = pyramid[lvl][pos+1];
			a = pyramid[lvl][pos];
			pos = pos&gt;&gt;1;
			if (b==empty)
				{pyramid[lvl+1][pos] = a; val2 = a; continue;}
			if (cmp(list[a], list[b])&gt;0)
				{pyramid[lvl+1][pos] = b; val2 = b; continue;}
			pyramid[lvl+1][pos] = a; val2 = a;
			}
		else	{
			a = pyramid[lvl][pos-1];
			b = pyramid[lvl][pos];
			pos = pos&gt;&gt;1;
			if (a==empty)
				{pyramid[lvl+1][pos] = b; val2 = b; continue;}
			if (cmp(list[a], list[b])&gt;0)
				{pyramid[lvl+1][pos] = b; val2 = b; continue;}
			pyramid[lvl+1][pos] = a; val2 = a;
			}
		}
	return [pyramid, lvl_end, pyramid[lvl_end][0], bool];
	}

// rebuild pyramid, rewrite branch by new value
function pyramid_part2_rebuildPyramid(pyramid, lvl_end, bool, list, cmp, i_end, i_endm3)
	{
	var cycles = 0;
	var lvl, pos, val, val2, a, b, empty=-1;
	val = pyramid[lvl_end][0];
	pos = val&gt;&gt;1;			// pozice zleva
	if (bool==true &amp;&amp; ((pos&lt;&lt;1)==i_endm3) &amp;&amp; ((val &amp; 0x01) == 0) )	// kdyz je size liche cislo a dojde k eliminaci n-2, tak posun posledni 2 cisla
		{
		bool = false;
		list[val]   = list[val+1];
		list[val+1] = list[val+2];
glob.moves += 2;
					// je sude, pak vymen za liche a prepocitej vsechna nutna porovnani
		pyramid[0][pos] = val;
		// pozn.: tento kod je prepsany na funkci, protoze by byl duplicitne
		return pyramid_part3_rebuildPyramidEven(pyramid, lvl_end, bool, list, cmp, i_end, pos);
		}
	else {if ((val &amp; 0x01) == 0)	// je sude, pak vymen za liche a prepocitej vsechna nutna porovnani
		{
		pyramid[0][pos] = val + 1;
		return pyramid_part3_rebuildPyramidEven(pyramid, lvl_end, bool, list, cmp, i_end, pos);
		}
	else	{			// je liche, pak odstran a prepocitej vsechna nutna porovnani
		val2 = empty;
		pyramid[0][pos] = val2;
		for (lvl=0; lvl&lt;lvl_end; lvl++)
			{
glob.cycles++;
			if ((pos &amp; 0x01) == 0)
				{
				if (pos==pyramid[lvl].length-1)
					{
					pos = pos&gt;&gt;1;
					pyramid[lvl+1][pos] = val2; //val2 = val2
					continue;
					}
				a = pyramid[lvl][pos];
				b = pyramid[lvl][pos+1];
				pos = pos&gt;&gt;1;
				if (a!==empty &amp;&amp; b!==empty)
					{
					if (cmp(list[a], list[b])&gt;0)
						{pyramid[lvl+1][pos] = b; val2 = b; continue;}
					else	{pyramid[lvl+1][pos] = a; val2 = a; continue;}
					}
				if (b!==empty)
					{pyramid[lvl+1][pos] = b; val2 = b; continue;}
				pyramid[lvl+1][pos] = a;
				val2 = a;
				}
			else	{
				a = pyramid[lvl][pos-1];
				b = pyramid[lvl][pos];
				pos = pos&gt;&gt;1;
				if (a!==empty &amp;&amp; b!==empty)
					{
					if (cmp(list[a], list[b])&gt;0)
						{pyramid[lvl+1][pos] = b; val2 = b; continue;}
					else	{pyramid[lvl+1][pos] = a; val2 = a; continue;}
					}
				if (a!==empty)
					{pyramid[lvl+1][pos] = a; val2 = a; continue;}
				pyramid[lvl+1][pos] = b;
				val2 = b;
				}
			}
		}}
	return [pyramid, lvl_end, pyramid[lvl_end][0], bool];
	}

// princip: vyber minimum z kazdeho paru, pak porovnej minima, minima minim ... az ziskas nejmensi cislo
// pak vyrad nejmensi cislo z pyramidy a propocitej celou vetev, opet ziskej minimum
function PyramidSelectSort(cmp, start, end, n)
	{
	if (o.size&lt;2) {return o.n;}

	var pyramid_data, i, x, y, endm3 = o.end-3;
	x = o.n;
	y = o.n==1 ? 2 : 1;

	pyramid_data = pyramid_part1_buildPyramid(arr[x], o.fn_cmp, o.start, o.end, o.size);	// create pyramid of index from minimal values of pair
	i = o.start;
	arr[y][i] = arr[x][pyramid_data[2]];
glob.moves++;
	i++;

	while (i&lt;o.end)
		{
glob.cycles++;
		pyramid_data = pyramid_part2_rebuildPyramid(pyramid_data[0], pyramid_data[1], pyramid_data[3], arr[x], o.fn_cmp, o.end, endm3)
		arr[y][i] = arr[x][pyramid_data[2]];
glob.moves++;
		i++;
		}
	return y;
	}


// code optimalized for my tester
function sortCompare (a, b)
	{
glob.cmps++;
	var c = a - b;
	return c&gt;0 ? 1 : (c&lt;0 ? -1 : 0);
	};

function swap (list, a, b)
	{
	if (a==b) {return;}
	var tmp = list[a];
	list[a] = list[b];
	list[b] = tmp;
glob.moves += 3;
	};

var arr  = [null, [7,7,4,3,4,7,6,7,0,1,0,6,7,2,2,4], [-1,-1,-1,-1,-1,-1,-1,-1,-1,-1,-1,-1,-1,-1,-1,-1]]
var glob = {moves: 0, cycles: 0, cmps: 0};
var o    = {start: 0, end: 16, size: 16 - 0, n: 1, moves: 0, cycles: 0, fn_cmp: sortCompare};
var log = [], i=0, n;

log[i++] = 'array-before ' + JSON.stringify(arr[1])

o.n = PyramidSelectSort(o.fn_cmp, o.start, o.end, o.n);

log[i++] = 'array-after ' + JSON.stringify(arr[o.n])
log[i++] = 'glob ' + JSON.stringify(glob)
log[i++] = 'n ' + JSON.stringify(o.end - o.start)
document.getElementsByTagName('DIV')[0].innerHTML = log.join('&lt;br&gt;')

/*
array-before [7,7,4,3,4,7,6,7,0,1,0,6,7,2,2,4]
array-after [0,0,1,2,2,3,4,4,4,6,6,7,7,7,7,7]
glob {&quot;moves&quot;:22,&quot;cycles&quot;:78,&quot;cmps&quot;:47}
n 16
*/
&lt;/script&gt;
&lt;/syntaxhighlight&gt;

== References ==
{{reflist}}

== Links ==

=== Internal links ===

* [[Data Structures and Algorithms/Sorting Data]]

=== External links ===

* [[wikipedia:Tournament_sort|Selection Tournament_sort]]
* [https://mlich.zam.slu.cz/js-sort/sorting4-pokus.htm Test of sorting algorithms], generate statics (javascript)</text>
      <sha1>k39zdw4j98ode836bjhl7f3shoudhp9</sha1>
    </revision>
    <revision>
      <id>2408680</id>
      <parentid>2408678</parentid>
      <timestamp>2022-07-22T07:32:39Z</timestamp>
      <contributor>
        <username>Peter.mlich</username>
        <id>2946719</id>
      </contributor>
      <comment>/* Description */</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="10199" xml:space="preserve">== Description ==

'''PyramidSelectionSort''' get first pair of values, compare it and save minimal value (index) to new array. Repeat for all pair, create row 0. Repeat for row 0, create row 1... Find minimal value. Create tournament table of winners. Then remove minimal and rebuild pyramid branch (where minimal figured) and again find minimal value.

{{Aligned table
|cols=2|class=wikitable
|col1header=on
|col1align=left
| Category | Sorting algorithm
| Sub category | Selection sort
| Name | '''PyramidSelectionSort'''
| Data structure | Array
| Comparations | &lt;math&gt;O(n\log n)&lt;/math&gt;
| Timing | &lt;math&gt;O(n\log n)&lt;/math&gt;
| Spacing | &lt;math&gt;2*n + n&lt;/math&gt; (input + output + index table)
| Stability | Stable algorithm
}}

== Statistics from real code execution (average) ==

&lt;pre&gt;
n         = 1.000
value-min = 0
value-max = n/2     // 50% of array contain some repeating value
------------------
compares  ~ 8.716   (Tim-sort ~8.680)
cycles    ~ 11.506  (Tim-sort ~20.969)
moves     ~ 1.753   (Tim-sort ~15.534, Select-sort ~2.979)
stability = stable
&lt;/pre&gt;

== Schematic of work ==

&lt;pre style=&quot;overflow:auto; width:auto;&quot;&gt;
pavel vs. tomas    zdenek vs. michal
  |         |         |         |
  +----+----+         +----+----+
       |                   |
     tomas               zdenek
       |                   |
       +---------+---------+
                 |
               zdenek                 --- out: zdenek

pavel vs. tomas       -       michal  --- remove winner and find new winner in this branch
  |         |         |         |
  +----+----+         +----+----+
       |                   |
     tomas               michal
       |                   |
       +---------+---------+
                 |
               tomas                  --- out: zdenek, tomas

pavel       -         -       michal
  |         |         |         |
  +----+----+         +----+----+
       |                   |
     pavel               michal
       |                   |
       +---------+---------+
                 |
               pavel                 --- out: zdenek, tomas, pavel, michal


3 1 2 2 0 3 1 0    // input

3-1 2-2 0-3 1-0    // compare pair from input and create row 0 of minimal
  1-2   0-----0    // row 0, pyramid of minimal values / index of position (for scheme i use value, use position in alg. code)
  1-----0 . .      // row 1
        0 . .      // row 2, save minimal to out &quot;0&quot;, cmp = 7
          . .
  1 2     3---0    // rebuild branch (row[0][4,5,6,7], row[1][3,4], row[2][1]) and compare new winner in branch
  1-----------0
            . 0    // save &quot;0&quot;, cmp + 2
            . x
  1 2     3-1 x    // rebuild branch
  1---------1
  1                // save &quot;1&quot;, cmp + 2
  x
3---2     3 1      // rebuild branch
    2-------1
            1      // save &quot;1&quot;, cmp + 2
            x
3   2     3 x      // rebuild branch (when not even or odd value from input, use &quot;x&quot; (-1 in alg. code), when &quot;x&quot; copy second index to next level)
    2-----3
    2              // save &quot;2&quot;, cmp + 1
    x
3-----2   3        // rebuild branch (when &quot;x&quot;, copy index to next level)
      2---3
      2            // save &quot;2&quot;, cmp + 2
      x
3     x   3        // rebuild branch (when &quot;x&quot;, copy index to next level)
3---------3
3                  // save &quot;3&quot;, cmp + 1

          3        // save last &quot;3&quot;
===============
0 0 1 1 2 2 3 3    // output, suma(cmp) = 7+2+2+2+1+2+1 = 17
&lt;/pre&gt;

== Code (javascript) ==
&lt;syntaxhighlight lang=&quot;JavaScript&quot;&gt;
&lt;div&gt;&lt;/div&gt;
&lt;script&gt;
// Created by Peter Mlich (2022)

// build first pyramid of minimal values
function pyramid_part1_buildPyramid(list, cmp, i_start, i_end, size)
	{
	var i,j,k, k_end, lvl, lvlp1;
	var pyramid = [];
	i   = i_start;
	j   = i_start+1;
	k   = 0;
	lvl = 0;
	pyramid[lvl] = [];

	while (j&lt;i_end)
		{
glob.cycles++;
		if (cmp(list[i], list[j])&gt;0)
			{swap(list, i, j);}
		pyramid[lvl][k] = i; i+=2; j+=2; k++;
		}
	if (i&lt;i_end)	// pokud je size liche cislo, pak pridej posledni prvek a preswapuj to (toho vyuziji pozdeji v part2)
		{
		if (cmp(list[i-2], list[i])&gt;0)
			{
			tmp = list[i];
			list[i  ] = list[i-1];
			list[i-1] = list[i-2];
			list[i-2] = tmp;
glob.moves += 4;
			pyramid[lvl][k] = i;
			}
		else {if (cmp(list[i-1], list[i])&gt;0)
			{
			tmp = list[i];
			list[i  ] = list[i-1];
			list[i-1] = tmp;
glob.moves += 3;
			}}
		}

	i_end = k;
	lvlp1 = lvl + 1;
	while (i_end&gt;1)
		{
glob.cycles++;
		pyramid[lvlp1] = [];
		k = 0;
		i = 0;
		j = 1;	// =i+1
		while (j&lt;i_end)
			{
glob.cycles++;
			if (cmp(list[ pyramid[lvl][i] ], list[ pyramid[lvl][j] ])&gt;0)
				{pyramid[lvlp1][k] = pyramid[lvl][j]; i+=2; j+=2; k++; continue;}
			else	{pyramid[lvlp1][k] = pyramid[lvl][i]; i+=2; j+=2; k++; continue;}
			}
		if (i&lt;i_end) {pyramid[lvlp1][k] = pyramid[lvl][i]; k++;}
		lvl++;
		lvlp1++;
		i_end = k;
		}
	return [pyramid, lvl, pyramid[lvl][0], (size&gt;&gt;1)&lt;&lt;1 != size];	// return pyramid, last lvl, last index, boolean for odd-size)
	}

function pyramid_part3_rebuildPyramidEven(pyramid, lvl_end, bool, list, cmp, i_end, pos)
	{
	var lvl, val2, empty = -1, a, b;
	val2 = pyramid[0][pos];
	for (lvl=0; lvl&lt;lvl_end; lvl++)
		{
glob.cycles++;
		if ((pos &amp; 0x01) == 0)
			{
			if (pos==pyramid[lvl].length-1)
				{
				pos = pos&gt;&gt;1;
				pyramid[lvl+1][pos] = val2; //val2 = val2;
				continue;
				}
			b = pyramid[lvl][pos+1];
			a = pyramid[lvl][pos];
			pos = pos&gt;&gt;1;
			if (b==empty)
				{pyramid[lvl+1][pos] = a; val2 = a; continue;}
			if (cmp(list[a], list[b])&gt;0)
				{pyramid[lvl+1][pos] = b; val2 = b; continue;}
			pyramid[lvl+1][pos] = a; val2 = a;
			}
		else	{
			a = pyramid[lvl][pos-1];
			b = pyramid[lvl][pos];
			pos = pos&gt;&gt;1;
			if (a==empty)
				{pyramid[lvl+1][pos] = b; val2 = b; continue;}
			if (cmp(list[a], list[b])&gt;0)
				{pyramid[lvl+1][pos] = b; val2 = b; continue;}
			pyramid[lvl+1][pos] = a; val2 = a;
			}
		}
	return [pyramid, lvl_end, pyramid[lvl_end][0], bool];
	}

// rebuild pyramid, rewrite branch by new value
function pyramid_part2_rebuildPyramid(pyramid, lvl_end, bool, list, cmp, i_end, i_endm3)
	{
	var cycles = 0;
	var lvl, pos, val, val2, a, b, empty=-1;
	val = pyramid[lvl_end][0];
	pos = val&gt;&gt;1;			// pozice zleva
	if (bool==true &amp;&amp; ((pos&lt;&lt;1)==i_endm3) &amp;&amp; ((val &amp; 0x01) == 0) )	// kdyz je size liche cislo a dojde k eliminaci n-2, tak posun posledni 2 cisla
		{
		bool = false;
		list[val]   = list[val+1];
		list[val+1] = list[val+2];
glob.moves += 2;
					// je sude, pak vymen za liche a prepocitej vsechna nutna porovnani
		pyramid[0][pos] = val;
		// pozn.: tento kod je prepsany na funkci, protoze by byl duplicitne
		return pyramid_part3_rebuildPyramidEven(pyramid, lvl_end, bool, list, cmp, i_end, pos);
		}
	else {if ((val &amp; 0x01) == 0)	// je sude, pak vymen za liche a prepocitej vsechna nutna porovnani
		{
		pyramid[0][pos] = val + 1;
		return pyramid_part3_rebuildPyramidEven(pyramid, lvl_end, bool, list, cmp, i_end, pos);
		}
	else	{			// je liche, pak odstran a prepocitej vsechna nutna porovnani
		val2 = empty;
		pyramid[0][pos] = val2;
		for (lvl=0; lvl&lt;lvl_end; lvl++)
			{
glob.cycles++;
			if ((pos &amp; 0x01) == 0)
				{
				if (pos==pyramid[lvl].length-1)
					{
					pos = pos&gt;&gt;1;
					pyramid[lvl+1][pos] = val2; //val2 = val2
					continue;
					}
				a = pyramid[lvl][pos];
				b = pyramid[lvl][pos+1];
				pos = pos&gt;&gt;1;
				if (a!==empty &amp;&amp; b!==empty)
					{
					if (cmp(list[a], list[b])&gt;0)
						{pyramid[lvl+1][pos] = b; val2 = b; continue;}
					else	{pyramid[lvl+1][pos] = a; val2 = a; continue;}
					}
				if (b!==empty)
					{pyramid[lvl+1][pos] = b; val2 = b; continue;}
				pyramid[lvl+1][pos] = a;
				val2 = a;
				}
			else	{
				a = pyramid[lvl][pos-1];
				b = pyramid[lvl][pos];
				pos = pos&gt;&gt;1;
				if (a!==empty &amp;&amp; b!==empty)
					{
					if (cmp(list[a], list[b])&gt;0)
						{pyramid[lvl+1][pos] = b; val2 = b; continue;}
					else	{pyramid[lvl+1][pos] = a; val2 = a; continue;}
					}
				if (a!==empty)
					{pyramid[lvl+1][pos] = a; val2 = a; continue;}
				pyramid[lvl+1][pos] = b;
				val2 = b;
				}
			}
		}}
	return [pyramid, lvl_end, pyramid[lvl_end][0], bool];
	}

// princip: vyber minimum z kazdeho paru, pak porovnej minima, minima minim ... az ziskas nejmensi cislo
// pak vyrad nejmensi cislo z pyramidy a propocitej celou vetev, opet ziskej minimum
function PyramidSelectSort(cmp, start, end, n)
	{
	if (o.size&lt;2) {return o.n;}

	var pyramid_data, i, x, y, endm3 = o.end-3;
	x = o.n;
	y = o.n==1 ? 2 : 1;

	pyramid_data = pyramid_part1_buildPyramid(arr[x], o.fn_cmp, o.start, o.end, o.size);	// create pyramid of index from minimal values of pair
	i = o.start;
	arr[y][i] = arr[x][pyramid_data[2]];
glob.moves++;
	i++;

	while (i&lt;o.end)
		{
glob.cycles++;
		pyramid_data = pyramid_part2_rebuildPyramid(pyramid_data[0], pyramid_data[1], pyramid_data[3], arr[x], o.fn_cmp, o.end, endm3)
		arr[y][i] = arr[x][pyramid_data[2]];
glob.moves++;
		i++;
		}
	return y;
	}


// code optimalized for my tester
function sortCompare (a, b)
	{
glob.cmps++;
	var c = a - b;
	return c&gt;0 ? 1 : (c&lt;0 ? -1 : 0);
	};

function swap (list, a, b)
	{
	if (a==b) {return;}
	var tmp = list[a];
	list[a] = list[b];
	list[b] = tmp;
glob.moves += 3;
	};

var arr  = [null, [7,7,4,3,4,7,6,7,0,1,0,6,7,2,2,4], [-1,-1,-1,-1,-1,-1,-1,-1,-1,-1,-1,-1,-1,-1,-1,-1]]
var glob = {moves: 0, cycles: 0, cmps: 0};
var o    = {start: 0, end: 16, size: 16 - 0, n: 1, moves: 0, cycles: 0, fn_cmp: sortCompare};
var log = [], i=0, n;

log[i++] = 'array-before ' + JSON.stringify(arr[1])

o.n = PyramidSelectSort(o.fn_cmp, o.start, o.end, o.n);

log[i++] = 'array-after ' + JSON.stringify(arr[o.n])
log[i++] = 'glob ' + JSON.stringify(glob)
log[i++] = 'n ' + JSON.stringify(o.end - o.start)
document.getElementsByTagName('DIV')[0].innerHTML = log.join('&lt;br&gt;')

/*
array-before [7,7,4,3,4,7,6,7,0,1,0,6,7,2,2,4]
array-after [0,0,1,2,2,3,4,4,4,6,6,7,7,7,7,7]
glob {&quot;moves&quot;:22,&quot;cycles&quot;:78,&quot;cmps&quot;:47}
n 16
*/
&lt;/script&gt;
&lt;/syntaxhighlight&gt;

== References ==
{{reflist}}

== Links ==

=== Internal links ===

* [[Data Structures and Algorithms/Sorting Data]]

=== External links ===

* [[wikipedia:Tournament_sort|Selection Tournament_sort]]
* [https://mlich.zam.slu.cz/js-sort/sorting4-pokus.htm Test of sorting algorithms], generate statics (javascript)</text>
      <sha1>gjthfzq9v45n4y95xn6z2tacqkyi44k</sha1>
    </revision>
    <revision>
      <id>2408683</id>
      <parentid>2408680</parentid>
      <timestamp>2022-07-22T07:52:46Z</timestamp>
      <contributor>
        <username>Peter.mlich</username>
        <id>2946719</id>
      </contributor>
      <comment>/* Statistics from real code execution (average) */</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="10224" xml:space="preserve">== Description ==

'''PyramidSelectionSort''' get first pair of values, compare it and save minimal value (index) to new array. Repeat for all pair, create row 0. Repeat for row 0, create row 1... Find minimal value. Create tournament table of winners. Then remove minimal and rebuild pyramid branch (where minimal figured) and again find minimal value.

{{Aligned table
|cols=2|class=wikitable
|col1header=on
|col1align=left
| Category | Sorting algorithm
| Sub category | Selection sort
| Name | '''PyramidSelectionSort'''
| Data structure | Array
| Comparations | &lt;math&gt;O(n\log n)&lt;/math&gt;
| Timing | &lt;math&gt;O(n\log n)&lt;/math&gt;
| Spacing | &lt;math&gt;2*n + n&lt;/math&gt; (input + output + index table)
| Stability | Stable algorithm
}}

== Statistics from real code execution (average) ==

&lt;pre&gt;
n         = 1.024
value-min = 0
value-max = n/2     // 50% of array contain some repeating value
------------------
compares  ~ 8.886    (Tim-sort ~8.961, Select-sort ~523.776)
cycles    ~ 11.262   (Tim-sort ~16.097)
moves     ~ 1.798    (Tim-sort ~13.659, Select-sort ~3.054)
stability = stable
&lt;/pre&gt;

== Schematic of work ==

&lt;pre style=&quot;overflow:auto; width:auto;&quot;&gt;
pavel vs. tomas    zdenek vs. michal
  |         |         |         |
  +----+----+         +----+----+
       |                   |
     tomas               zdenek
       |                   |
       +---------+---------+
                 |
               zdenek                 --- out: zdenek

pavel vs. tomas       -       michal  --- remove winner and find new winner in this branch
  |         |         |         |
  +----+----+         +----+----+
       |                   |
     tomas               michal
       |                   |
       +---------+---------+
                 |
               tomas                  --- out: zdenek, tomas

pavel       -         -       michal
  |         |         |         |
  +----+----+         +----+----+
       |                   |
     pavel               michal
       |                   |
       +---------+---------+
                 |
               pavel                 --- out: zdenek, tomas, pavel, michal


3 1 2 2 0 3 1 0    // input

3-1 2-2 0-3 1-0    // compare pair from input and create row 0 of minimal
  1-2   0-----0    // row 0, pyramid of minimal values / index of position (for scheme i use value, use position in alg. code)
  1-----0 . .      // row 1
        0 . .      // row 2, save minimal to out &quot;0&quot;, cmp = 7
          . .
  1 2     3---0    // rebuild branch (row[0][4,5,6,7], row[1][3,4], row[2][1]) and compare new winner in branch
  1-----------0
            . 0    // save &quot;0&quot;, cmp + 2
            . x
  1 2     3-1 x    // rebuild branch
  1---------1
  1                // save &quot;1&quot;, cmp + 2
  x
3---2     3 1      // rebuild branch
    2-------1
            1      // save &quot;1&quot;, cmp + 2
            x
3   2     3 x      // rebuild branch (when not even or odd value from input, use &quot;x&quot; (-1 in alg. code), when &quot;x&quot; copy second index to next level)
    2-----3
    2              // save &quot;2&quot;, cmp + 1
    x
3-----2   3        // rebuild branch (when &quot;x&quot;, copy index to next level)
      2---3
      2            // save &quot;2&quot;, cmp + 2
      x
3     x   3        // rebuild branch (when &quot;x&quot;, copy index to next level)
3---------3
3                  // save &quot;3&quot;, cmp + 1

          3        // save last &quot;3&quot;
===============
0 0 1 1 2 2 3 3    // output, suma(cmp) = 7+2+2+2+1+2+1 = 17
&lt;/pre&gt;

== Code (javascript) ==
&lt;syntaxhighlight lang=&quot;JavaScript&quot;&gt;
&lt;div&gt;&lt;/div&gt;
&lt;script&gt;
// Created by Peter Mlich (2022)

// build first pyramid of minimal values
function pyramid_part1_buildPyramid(list, cmp, i_start, i_end, size)
	{
	var i,j,k, k_end, lvl, lvlp1;
	var pyramid = [];
	i   = i_start;
	j   = i_start+1;
	k   = 0;
	lvl = 0;
	pyramid[lvl] = [];

	while (j&lt;i_end)
		{
glob.cycles++;
		if (cmp(list[i], list[j])&gt;0)
			{swap(list, i, j);}
		pyramid[lvl][k] = i; i+=2; j+=2; k++;
		}
	if (i&lt;i_end)	// pokud je size liche cislo, pak pridej posledni prvek a preswapuj to (toho vyuziji pozdeji v part2)
		{
		if (cmp(list[i-2], list[i])&gt;0)
			{
			tmp = list[i];
			list[i  ] = list[i-1];
			list[i-1] = list[i-2];
			list[i-2] = tmp;
glob.moves += 4;
			pyramid[lvl][k] = i;
			}
		else {if (cmp(list[i-1], list[i])&gt;0)
			{
			tmp = list[i];
			list[i  ] = list[i-1];
			list[i-1] = tmp;
glob.moves += 3;
			}}
		}

	i_end = k;
	lvlp1 = lvl + 1;
	while (i_end&gt;1)
		{
glob.cycles++;
		pyramid[lvlp1] = [];
		k = 0;
		i = 0;
		j = 1;	// =i+1
		while (j&lt;i_end)
			{
glob.cycles++;
			if (cmp(list[ pyramid[lvl][i] ], list[ pyramid[lvl][j] ])&gt;0)
				{pyramid[lvlp1][k] = pyramid[lvl][j]; i+=2; j+=2; k++; continue;}
			else	{pyramid[lvlp1][k] = pyramid[lvl][i]; i+=2; j+=2; k++; continue;}
			}
		if (i&lt;i_end) {pyramid[lvlp1][k] = pyramid[lvl][i]; k++;}
		lvl++;
		lvlp1++;
		i_end = k;
		}
	return [pyramid, lvl, pyramid[lvl][0], (size&gt;&gt;1)&lt;&lt;1 != size];	// return pyramid, last lvl, last index, boolean for odd-size)
	}

function pyramid_part3_rebuildPyramidEven(pyramid, lvl_end, bool, list, cmp, i_end, pos)
	{
	var lvl, val2, empty = -1, a, b;
	val2 = pyramid[0][pos];
	for (lvl=0; lvl&lt;lvl_end; lvl++)
		{
glob.cycles++;
		if ((pos &amp; 0x01) == 0)
			{
			if (pos==pyramid[lvl].length-1)
				{
				pos = pos&gt;&gt;1;
				pyramid[lvl+1][pos] = val2; //val2 = val2;
				continue;
				}
			b = pyramid[lvl][pos+1];
			a = pyramid[lvl][pos];
			pos = pos&gt;&gt;1;
			if (b==empty)
				{pyramid[lvl+1][pos] = a; val2 = a; continue;}
			if (cmp(list[a], list[b])&gt;0)
				{pyramid[lvl+1][pos] = b; val2 = b; continue;}
			pyramid[lvl+1][pos] = a; val2 = a;
			}
		else	{
			a = pyramid[lvl][pos-1];
			b = pyramid[lvl][pos];
			pos = pos&gt;&gt;1;
			if (a==empty)
				{pyramid[lvl+1][pos] = b; val2 = b; continue;}
			if (cmp(list[a], list[b])&gt;0)
				{pyramid[lvl+1][pos] = b; val2 = b; continue;}
			pyramid[lvl+1][pos] = a; val2 = a;
			}
		}
	return [pyramid, lvl_end, pyramid[lvl_end][0], bool];
	}

// rebuild pyramid, rewrite branch by new value
function pyramid_part2_rebuildPyramid(pyramid, lvl_end, bool, list, cmp, i_end, i_endm3)
	{
	var cycles = 0;
	var lvl, pos, val, val2, a, b, empty=-1;
	val = pyramid[lvl_end][0];
	pos = val&gt;&gt;1;			// pozice zleva
	if (bool==true &amp;&amp; ((pos&lt;&lt;1)==i_endm3) &amp;&amp; ((val &amp; 0x01) == 0) )	// kdyz je size liche cislo a dojde k eliminaci n-2, tak posun posledni 2 cisla
		{
		bool = false;
		list[val]   = list[val+1];
		list[val+1] = list[val+2];
glob.moves += 2;
					// je sude, pak vymen za liche a prepocitej vsechna nutna porovnani
		pyramid[0][pos] = val;
		// pozn.: tento kod je prepsany na funkci, protoze by byl duplicitne
		return pyramid_part3_rebuildPyramidEven(pyramid, lvl_end, bool, list, cmp, i_end, pos);
		}
	else {if ((val &amp; 0x01) == 0)	// je sude, pak vymen za liche a prepocitej vsechna nutna porovnani
		{
		pyramid[0][pos] = val + 1;
		return pyramid_part3_rebuildPyramidEven(pyramid, lvl_end, bool, list, cmp, i_end, pos);
		}
	else	{			// je liche, pak odstran a prepocitej vsechna nutna porovnani
		val2 = empty;
		pyramid[0][pos] = val2;
		for (lvl=0; lvl&lt;lvl_end; lvl++)
			{
glob.cycles++;
			if ((pos &amp; 0x01) == 0)
				{
				if (pos==pyramid[lvl].length-1)
					{
					pos = pos&gt;&gt;1;
					pyramid[lvl+1][pos] = val2; //val2 = val2
					continue;
					}
				a = pyramid[lvl][pos];
				b = pyramid[lvl][pos+1];
				pos = pos&gt;&gt;1;
				if (a!==empty &amp;&amp; b!==empty)
					{
					if (cmp(list[a], list[b])&gt;0)
						{pyramid[lvl+1][pos] = b; val2 = b; continue;}
					else	{pyramid[lvl+1][pos] = a; val2 = a; continue;}
					}
				if (b!==empty)
					{pyramid[lvl+1][pos] = b; val2 = b; continue;}
				pyramid[lvl+1][pos] = a;
				val2 = a;
				}
			else	{
				a = pyramid[lvl][pos-1];
				b = pyramid[lvl][pos];
				pos = pos&gt;&gt;1;
				if (a!==empty &amp;&amp; b!==empty)
					{
					if (cmp(list[a], list[b])&gt;0)
						{pyramid[lvl+1][pos] = b; val2 = b; continue;}
					else	{pyramid[lvl+1][pos] = a; val2 = a; continue;}
					}
				if (a!==empty)
					{pyramid[lvl+1][pos] = a; val2 = a; continue;}
				pyramid[lvl+1][pos] = b;
				val2 = b;
				}
			}
		}}
	return [pyramid, lvl_end, pyramid[lvl_end][0], bool];
	}

// princip: vyber minimum z kazdeho paru, pak porovnej minima, minima minim ... az ziskas nejmensi cislo
// pak vyrad nejmensi cislo z pyramidy a propocitej celou vetev, opet ziskej minimum
function PyramidSelectSort(cmp, start, end, n)
	{
	if (o.size&lt;2) {return o.n;}

	var pyramid_data, i, x, y, endm3 = o.end-3;
	x = o.n;
	y = o.n==1 ? 2 : 1;

	pyramid_data = pyramid_part1_buildPyramid(arr[x], o.fn_cmp, o.start, o.end, o.size);	// create pyramid of index from minimal values of pair
	i = o.start;
	arr[y][i] = arr[x][pyramid_data[2]];
glob.moves++;
	i++;

	while (i&lt;o.end)
		{
glob.cycles++;
		pyramid_data = pyramid_part2_rebuildPyramid(pyramid_data[0], pyramid_data[1], pyramid_data[3], arr[x], o.fn_cmp, o.end, endm3)
		arr[y][i] = arr[x][pyramid_data[2]];
glob.moves++;
		i++;
		}
	return y;
	}


// code optimalized for my tester
function sortCompare (a, b)
	{
glob.cmps++;
	var c = a - b;
	return c&gt;0 ? 1 : (c&lt;0 ? -1 : 0);
	};

function swap (list, a, b)
	{
	if (a==b) {return;}
	var tmp = list[a];
	list[a] = list[b];
	list[b] = tmp;
glob.moves += 3;
	};

var arr  = [null, [7,7,4,3,4,7,6,7,0,1,0,6,7,2,2,4], [-1,-1,-1,-1,-1,-1,-1,-1,-1,-1,-1,-1,-1,-1,-1,-1]]
var glob = {moves: 0, cycles: 0, cmps: 0};
var o    = {start: 0, end: 16, size: 16 - 0, n: 1, moves: 0, cycles: 0, fn_cmp: sortCompare};
var log = [], i=0, n;

log[i++] = 'array-before ' + JSON.stringify(arr[1])

o.n = PyramidSelectSort(o.fn_cmp, o.start, o.end, o.n);

log[i++] = 'array-after ' + JSON.stringify(arr[o.n])
log[i++] = 'glob ' + JSON.stringify(glob)
log[i++] = 'n ' + JSON.stringify(o.end - o.start)
document.getElementsByTagName('DIV')[0].innerHTML = log.join('&lt;br&gt;')

/*
array-before [7,7,4,3,4,7,6,7,0,1,0,6,7,2,2,4]
array-after [0,0,1,2,2,3,4,4,4,6,6,7,7,7,7,7]
glob {&quot;moves&quot;:22,&quot;cycles&quot;:78,&quot;cmps&quot;:47}
n 16
*/
&lt;/script&gt;
&lt;/syntaxhighlight&gt;

== References ==
{{reflist}}

== Links ==

=== Internal links ===

* [[Data Structures and Algorithms/Sorting Data]]

=== External links ===

* [[wikipedia:Tournament_sort|Selection Tournament_sort]]
* [https://mlich.zam.slu.cz/js-sort/sorting4-pokus.htm Test of sorting algorithms], generate statics (javascript)</text>
      <sha1>964vhfuzsypdwdffq6h5ax8wrz28suk</sha1>
    </revision>
    <revision>
      <id>2408685</id>
      <parentid>2408683</parentid>
      <timestamp>2022-07-22T08:02:14Z</timestamp>
      <contributor>
        <username>Peter.mlich</username>
        <id>2946719</id>
      </contributor>
      <comment>/* Code (javascript) */</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="10234" xml:space="preserve">== Description ==

'''PyramidSelectionSort''' get first pair of values, compare it and save minimal value (index) to new array. Repeat for all pair, create row 0. Repeat for row 0, create row 1... Find minimal value. Create tournament table of winners. Then remove minimal and rebuild pyramid branch (where minimal figured) and again find minimal value.

{{Aligned table
|cols=2|class=wikitable
|col1header=on
|col1align=left
| Category | Sorting algorithm
| Sub category | Selection sort
| Name | '''PyramidSelectionSort'''
| Data structure | Array
| Comparations | &lt;math&gt;O(n\log n)&lt;/math&gt;
| Timing | &lt;math&gt;O(n\log n)&lt;/math&gt;
| Spacing | &lt;math&gt;2*n + n&lt;/math&gt; (input + output + index table)
| Stability | Stable algorithm
}}

== Statistics from real code execution (average) ==

&lt;pre&gt;
n         = 1.024
value-min = 0
value-max = n/2     // 50% of array contain some repeating value
------------------
compares  ~ 8.886    (Tim-sort ~8.961, Select-sort ~523.776)
cycles    ~ 11.262   (Tim-sort ~16.097)
moves     ~ 1.798    (Tim-sort ~13.659, Select-sort ~3.054)
stability = stable
&lt;/pre&gt;

== Schematic of work ==

&lt;pre style=&quot;overflow:auto; width:auto;&quot;&gt;
pavel vs. tomas    zdenek vs. michal
  |         |         |         |
  +----+----+         +----+----+
       |                   |
     tomas               zdenek
       |                   |
       +---------+---------+
                 |
               zdenek                 --- out: zdenek

pavel vs. tomas       -       michal  --- remove winner and find new winner in this branch
  |         |         |         |
  +----+----+         +----+----+
       |                   |
     tomas               michal
       |                   |
       +---------+---------+
                 |
               tomas                  --- out: zdenek, tomas

pavel       -         -       michal
  |         |         |         |
  +----+----+         +----+----+
       |                   |
     pavel               michal
       |                   |
       +---------+---------+
                 |
               pavel                  --- out: zdenek, tomas, pavel, michal


3 1 2 2 0 3 1 0    // input

3-1 2-2 0-3 1-0    // compare pair from input and create row 0 of minimal
  1-2   0-----0    // row 0, pyramid of minimal values / index of position (for scheme i use value, use position in alg. code)
  1-----0 . .      // row 1
        0 . .      // row 2, save minimal to out &quot;0&quot;, cmp = 7
          . .
  1 2     3---0    // rebuild branch (row[0][4,5,6,7], row[1][3,4], row[2][1]) and compare new winner in branch
  1-----------0
            . 0    // save &quot;0&quot;, cmp + 2
            . x
  1 2     3-1 x    // rebuild branch
  1---------1
  1                // save &quot;1&quot;, cmp + 2
  x
3---2     3 1      // rebuild branch
    2-------1
            1      // save &quot;1&quot;, cmp + 2
            x
3   2     3 x      // rebuild branch (when not even or odd value from input, use &quot;x&quot; (-1 in alg. code), when &quot;x&quot; copy second index to next level)
    2-----3
    2              // save &quot;2&quot;, cmp + 1
    x
3-----2   3        // rebuild branch (when &quot;x&quot;, copy index to next level)
      2---3
      2            // save &quot;2&quot;, cmp + 2
      x
3     x   3        // rebuild branch (when &quot;x&quot;, copy index to next level)
3---------3
3                  // save &quot;3&quot;, cmp + 1

          3        // save last &quot;3&quot;
===============
0 0 1 1 2 2 3 3    // output, suma(cmp) = 7+2+2+2+1+2+1 = 17
&lt;/pre&gt;

== Code (javascript) ==
&lt;syntaxhighlight lang=&quot;javascript&quot;&gt;
&lt;div&gt;&lt;/div&gt;
&lt;script&gt;
// Created by Peter Mlich (2022)

// build first pyramid of minimal values
function pyramid_part1_buildPyramid(list, cmp, i_start, i_end, size)
	{
	var i,j,k, k_end, lvl, lvlp1;
	var pyramid = [];
	i   = i_start;
	j   = i_start+1;
	k   = 0;
	lvl = 0;
	pyramid[lvl] = [];

	while (j&lt;i_end)
		{
glob.cycles++;
		if (cmp(list[i], list[j])&gt;0)
			{swap(list, i, j);}
		pyramid[lvl][k] = i; i+=2; j+=2; k++;
		}
	if (i&lt;i_end)	// pokud je size liche cislo, pak pridej posledni prvek a preswapuj to (toho vyuziji pozdeji v part2)
		{
		if (cmp(list[i-2], list[i])&gt;0)
			{
			tmp = list[i];
			list[i  ] = list[i-1];
			list[i-1] = list[i-2];
			list[i-2] = tmp;
glob.moves += 4;
			pyramid[lvl][k] = i;
			}
		else {if (cmp(list[i-1], list[i])&gt;0)
			{
			tmp = list[i];
			list[i  ] = list[i-1];
			list[i-1] = tmp;
glob.moves += 3;
			}}
		}

	i_end = k;
	lvlp1 = lvl + 1;
	while (i_end&gt;1)
		{
glob.cycles++;
		pyramid[lvlp1] = [];
		k = 0;
		i = 0;
		j = 1;	// =i+1
		while (j&lt;i_end)
			{
glob.cycles++;
			if (cmp(list[ pyramid[lvl][i] ], list[ pyramid[lvl][j] ])&gt;0)
				{pyramid[lvlp1][k] = pyramid[lvl][j]; i+=2; j+=2; k++; continue;}
			else	{pyramid[lvlp1][k] = pyramid[lvl][i]; i+=2; j+=2; k++; continue;}
			}
		if (i&lt;i_end) {pyramid[lvlp1][k] = pyramid[lvl][i]; k++;}
		lvl++;
		lvlp1++;
		i_end = k;
		}
	return [pyramid, lvl, pyramid[lvl][0], (size&gt;&gt;1)&lt;&lt;1 != size];	// return pyramid, last lvl, last index, boolean for odd-size)
	}

function pyramid_part3_rebuildPyramidEven(pyramid, lvl_end, bool, list, cmp, i_end, pos)
	{
	var lvl, val2, empty = -1, a, b;
	val2 = pyramid[0][pos];
	for (lvl=0; lvl&lt;lvl_end; lvl++)
		{
glob.cycles++;
		if ((pos &amp; 0x01) == 0)
			{
			if (pos==pyramid[lvl].length-1)
				{
				pos = pos&gt;&gt;1;
				pyramid[lvl+1][pos] = val2; //val2 = val2;
				continue;
				}
			b = pyramid[lvl][pos+1];
			a = pyramid[lvl][pos];
			pos = pos&gt;&gt;1;
			if (b==empty)
				{pyramid[lvl+1][pos] = a; val2 = a; continue;}
			if (cmp(list[a], list[b])&gt;0)
				{pyramid[lvl+1][pos] = b; val2 = b; continue;}
			pyramid[lvl+1][pos] = a; val2 = a;
			}
		else	{
			a = pyramid[lvl][pos-1];
			b = pyramid[lvl][pos];
			pos = pos&gt;&gt;1;
			if (a==empty)
				{pyramid[lvl+1][pos] = b; val2 = b; continue;}
			if (cmp(list[a], list[b])&gt;0)
				{pyramid[lvl+1][pos] = b; val2 = b; continue;}
			pyramid[lvl+1][pos] = a; val2 = a;
			}
		}
	return [pyramid, lvl_end, pyramid[lvl_end][0], bool];
	}

// rebuild pyramid, rewrite branch by new value
function pyramid_part2_rebuildPyramid(pyramid, lvl_end, bool, list, cmp, i_end, i_endm3)
	{
	var cycles = 0;
	var lvl, pos, val, val2, a, b, empty=-1;
	val = pyramid[lvl_end][0];
	pos = val&gt;&gt;1;			// pozice zleva
	if (bool==true &amp;&amp; ((pos&lt;&lt;1)==i_endm3) &amp;&amp; ((val &amp; 0x01) == 0) )	// kdyz je size liche cislo a dojde k eliminaci n-2, tak posun posledni 2 cisla
		{
		bool = false;
		list[val]   = list[val+1];
		list[val+1] = list[val+2];
glob.moves += 2;
					// je sude, pak vymen za liche a prepocitej vsechna nutna porovnani
		pyramid[0][pos] = val;
		// pozn.: tento kod je prepsany na funkci, protoze by byl duplicitne
		return pyramid_part3_rebuildPyramidEven(pyramid, lvl_end, bool, list, cmp, i_end, pos);
		}
	else {if ((val &amp; 0x01) == 0)	// je sude, pak vymen za liche a prepocitej vsechna nutna porovnani
		{
		pyramid[0][pos] = val + 1;
		return pyramid_part3_rebuildPyramidEven(pyramid, lvl_end, bool, list, cmp, i_end, pos);
		}
	else	{			// je liche, pak odstran a prepocitej vsechna nutna porovnani
		val2 = empty;
		pyramid[0][pos] = val2;
		for (lvl=0; lvl&lt;lvl_end; lvl++)
			{
glob.cycles++;
			if ((pos &amp; 0x01) == 0)
				{
				if (pos==pyramid[lvl].length-1)
					{
					pos = pos&gt;&gt;1;
					pyramid[lvl+1][pos] = val2; //val2 = val2
					continue;
					}
				a = pyramid[lvl][pos];
				b = pyramid[lvl][pos+1];
				pos = pos&gt;&gt;1;
				if (a!==empty &amp;&amp; b!==empty)
					{
					if (cmp(list[a], list[b])&gt;0)
						{pyramid[lvl+1][pos] = b; val2 = b; continue;}
					else	{pyramid[lvl+1][pos] = a; val2 = a; continue;}
					}
				if (b!==empty)
					{pyramid[lvl+1][pos] = b; val2 = b; continue;}
				pyramid[lvl+1][pos] = a;
				val2 = a;
				}
			else	{
				a = pyramid[lvl][pos-1];
				b = pyramid[lvl][pos];
				pos = pos&gt;&gt;1;
				if (a!==empty &amp;&amp; b!==empty)
					{
					if (cmp(list[a], list[b])&gt;0)
						{pyramid[lvl+1][pos] = b; val2 = b; continue;}
					else	{pyramid[lvl+1][pos] = a; val2 = a; continue;}
					}
				if (a!==empty)
					{pyramid[lvl+1][pos] = a; val2 = a; continue;}
				pyramid[lvl+1][pos] = b;
				val2 = b;
				}
			}
		}}
	return [pyramid, lvl_end, pyramid[lvl_end][0], bool];
	}

// princip: vyber minimum z kazdeho paru, pak porovnej minima, minima minim ... az ziskas nejmensi cislo
// pak vyrad nejmensi cislo z pyramidy a propocitej celou vetev, opet ziskej minimum
function PyramidSelectSort(cmp, start, end, n)
	{
	if (o.size&lt;2) {return o.n;}

	var pyramid_data, i, x, y, endm3 = o.end-3;
	x = o.n;
	y = o.n==1 ? 2 : 1;

	pyramid_data = pyramid_part1_buildPyramid(arr[x], o.fn_cmp, o.start, o.end, o.size);	// create pyramid of index from minimal values of pair
	i = o.start;
	arr[y][i] = arr[x][pyramid_data[2]];
glob.moves++;
	i++;

	while (i&lt;o.end)
		{
glob.cycles++;
		pyramid_data = pyramid_part2_rebuildPyramid(pyramid_data[0], pyramid_data[1], pyramid_data[3], arr[x], o.fn_cmp, o.end, endm3)
		arr[y][i] = arr[x][pyramid_data[2]];
glob.moves++;
		i++;
		}
	return y;
	}


// note: code is optimalized for my tester
function sortCompare (a, b)
	{
glob.cmps++;
	var c = a - b;
	return c&gt;0 ? 1 : (c&lt;0 ? -1 : 0);
	};

function swap (list, a, b)
	{
	if (a==b) {return;}
	var tmp = list[a];
	list[a] = list[b];
	list[b] = tmp;
glob.moves += 3;
	};

var arr  = [null, [7,7,4,3,4,7,6,7,0,1,0,6,7,2,2,4], [-1,-1,-1,-1,-1,-1,-1,-1,-1,-1,-1,-1,-1,-1,-1,-1]]
var glob = {moves: 0, cycles: 0, cmps: 0};
var o    = {start: 0, end: 16, size: 16 - 0, n: 1, moves: 0, cycles: 0, fn_cmp: sortCompare};
var log = [], i=0, n;

log[i++] = 'array-before ' + JSON.stringify(arr[1])

o.n = PyramidSelectSort(o.fn_cmp, o.start, o.end, o.n);

log[i++] = 'array-after ' + JSON.stringify(arr[o.n])
log[i++] = 'glob ' + JSON.stringify(glob)
log[i++] = 'n ' + JSON.stringify(o.end - o.start)
document.getElementsByTagName('DIV')[0].innerHTML = log.join('&lt;br&gt;')

/*
array-before [7,7,4,3,4,7,6,7,0,1,0,6,7,2,2,4]
array-after [0,0,1,2,2,3,4,4,4,6,6,7,7,7,7,7]
glob {&quot;moves&quot;:22,&quot;cycles&quot;:78,&quot;cmps&quot;:47}
n 16
*/
&lt;/script&gt;
&lt;/syntaxhighlight&gt;

== References ==
{{reflist}}

== Links ==

=== Internal links ===

* [[Data Structures and Algorithms/Sorting Data]]

=== External links ===

* [[wikipedia:Tournament_sort|Selection Tournament_sort]]
* [https://mlich.zam.slu.cz/js-sort/sorting4-pokus.htm Test of sorting algorithms], generate statics (javascript)</text>
      <sha1>m2fu57a9xpp2txmvaa9cp1ajrlqdzoq</sha1>
    </revision>
  </page>
  <page>
    <title>User talk:Congariel</title>
    <ns>3</ns>
    <id>285543</id>
    <revision>
      <id>2408409</id>
      <timestamp>2022-07-21T12:50:01Z</timestamp>
      <contributor>
        <username>Dave Braunschweig</username>
        <id>426084</id>
      </contributor>
      <comment>Welcome</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="2763" xml:space="preserve">{{Robelbox|theme=9|title=Welcome!|width=100%}}
&lt;div style=&quot;{{Robelbox/pad}}&quot;&gt;
'''Hello and [[Wikiversity:Welcome|Welcome]] to [[Wikiversity:What is Wikiversity|Wikiversity]] Congariel!''' You can [[Wikiversity:Contact|contact us]] with [[Wikiversity:Questions|questions]] at the [[Wikiversity:Colloquium|colloquium]] or [[User talk:Dave Braunschweig|me personally]] when you need [[Help:Contents|help]]. Please remember to [[Wikiversity:Signature|sign and date]] your finished comments when [[Wikiversity:Who are Wikiversity participants?|participating]] in [[Wikiversity:Talk page|discussions]]. The signature icon [[File:OOjs UI icon signature-ltr.svg]] above the edit window makes it simple. All users are expected to abide by our [[Wikiversity:Privacy policy|Privacy]], [[Wikiversity:Civility|Civility]], and the [[Foundation:Terms of Use|Terms of Use]] policies while at Wikiversity.

To [[Wikiversity:Introduction|get started]], you may
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&lt;div style=&quot;width:50.0%; float:left&quot;&gt;
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* Visit a (kind of) [[Wikiversity:Random|random project]].
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&lt;br clear=&quot;both&quot;/&gt;

You do not need to be an educator to edit. You only need to [[Wikiversity:Be bold|be bold]] to contribute and to experiment with the [[wikiversity:sandbox|sandbox]] or [[special:mypage|your userpage]]. See you around Wikiversity! --[[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 12:50, 21 July 2022 (UTC)&lt;/div&gt;
&lt;!-- Template:Welcome --&gt;
{{Robelbox/close}}</text>
      <sha1>cngsohjzk6zpytj1xhgamm4iqye4vf5</sha1>
    </revision>
    <revision>
      <id>2408412</id>
      <parentid>2408409</parentid>
      <timestamp>2022-07-21T12:54:10Z</timestamp>
      <contributor>
        <username>Dave Braunschweig</username>
        <id>426084</id>
      </contributor>
      <comment>/* Sylheti language */ new section</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="3270" xml:space="preserve">{{Robelbox|theme=9|title=Welcome!|width=100%}}
&lt;div style=&quot;{{Robelbox/pad}}&quot;&gt;
'''Hello and [[Wikiversity:Welcome|Welcome]] to [[Wikiversity:What is Wikiversity|Wikiversity]] Congariel!''' You can [[Wikiversity:Contact|contact us]] with [[Wikiversity:Questions|questions]] at the [[Wikiversity:Colloquium|colloquium]] or [[User talk:Dave Braunschweig|me personally]] when you need [[Help:Contents|help]]. Please remember to [[Wikiversity:Signature|sign and date]] your finished comments when [[Wikiversity:Who are Wikiversity participants?|participating]] in [[Wikiversity:Talk page|discussions]]. The signature icon [[File:OOjs UI icon signature-ltr.svg]] above the edit window makes it simple. All users are expected to abide by our [[Wikiversity:Privacy policy|Privacy]], [[Wikiversity:Civility|Civility]], and the [[Foundation:Terms of Use|Terms of Use]] policies while at Wikiversity.

To [[Wikiversity:Introduction|get started]], you may
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&lt;div style=&quot;width:50.0%; float:left&quot;&gt;
* [[Help:guides|Take a guided tour]] and learn [[Help:Editing|to edit]].
* Visit a (kind of) [[Wikiversity:Random|random project]].
* [[Wikiversity:Browse|Browse]] Wikiversity, or visit a portal corresponding to your educational level: [[Portal: Pre-school Education|pre-school]], [[Portal: Primary Education|primary]], [[Portal:Secondary Education|secondary]], [[Portal:Tertiary Education|tertiary]], [[Portal:Non-formal Education|non-formal education]].
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&lt;!-- The Right column --&gt;
&lt;div style=&quot;width:50.0%; float:left&quot;&gt;
* Enable VisualEditor under [[Special:Preferences#mw-prefsection-betafeatures|Beta]] settings to make article editing easier.
* Read an [[Wikiversity:Wikiversity teachers|introduction for teachers]] and find out [[Help:How to write an educational resource|how to write an educational resource]] for Wikiversity.
* Give [[Wikiversity:Feedback|feedback]] about your initial observations.
* Discuss Wikiversity issues or ask questions at the [[Wikiversity:Colloquium|colloquium]].
* [[Wikiversity:Chat|Chat]] with other Wikiversitans on [[:freenode:wikiversity|&lt;kbd&gt;#wikiversity&lt;/kbd&gt;]].
&lt;/div&gt;
&lt;br clear=&quot;both&quot;/&gt;

You do not need to be an educator to edit. You only need to [[Wikiversity:Be bold|be bold]] to contribute and to experiment with the [[wikiversity:sandbox|sandbox]] or [[special:mypage|your userpage]]. See you around Wikiversity! --[[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 12:50, 21 July 2022 (UTC)&lt;/div&gt;
&lt;!-- Template:Welcome --&gt;
{{Robelbox/close}}

== Sylheti language ==

We base our content titles on Wikipedia names. We don't have the capacity to deal with extended discussions over what something should be named. If you are convinced this should be named Syloti language, please get Wikipedia to rename their article using the [[Wikipedia:Talk:Sylheti_language]] page. Thanks! -- [[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 12:54, 21 July 2022 (UTC)</text>
      <sha1>g7bm85ggd0iaga90qvnh1x23scgr9vl</sha1>
    </revision>
    <revision>
      <id>2408509</id>
      <parentid>2408412</parentid>
      <timestamp>2022-07-21T23:23:29Z</timestamp>
      <contributor>
        <username>Congariel</username>
        <id>2946865</id>
      </contributor>
      <comment>/* Sylheti language */ Reply</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="3450" xml:space="preserve">{{Robelbox|theme=9|title=Welcome!|width=100%}}
&lt;div style=&quot;{{Robelbox/pad}}&quot;&gt;
'''Hello and [[Wikiversity:Welcome|Welcome]] to [[Wikiversity:What is Wikiversity|Wikiversity]] Congariel!''' You can [[Wikiversity:Contact|contact us]] with [[Wikiversity:Questions|questions]] at the [[Wikiversity:Colloquium|colloquium]] or [[User talk:Dave Braunschweig|me personally]] when you need [[Help:Contents|help]]. Please remember to [[Wikiversity:Signature|sign and date]] your finished comments when [[Wikiversity:Who are Wikiversity participants?|participating]] in [[Wikiversity:Talk page|discussions]]. The signature icon [[File:OOjs UI icon signature-ltr.svg]] above the edit window makes it simple. All users are expected to abide by our [[Wikiversity:Privacy policy|Privacy]], [[Wikiversity:Civility|Civility]], and the [[Foundation:Terms of Use|Terms of Use]] policies while at Wikiversity.

To [[Wikiversity:Introduction|get started]], you may
&lt;!-- The Left column --&gt;
&lt;div style=&quot;width:50.0%; float:left&quot;&gt;
* [[Help:guides|Take a guided tour]] and learn [[Help:Editing|to edit]].
* Visit a (kind of) [[Wikiversity:Random|random project]].
* [[Wikiversity:Browse|Browse]] Wikiversity, or visit a portal corresponding to your educational level: [[Portal: Pre-school Education|pre-school]], [[Portal: Primary Education|primary]], [[Portal:Secondary Education|secondary]], [[Portal:Tertiary Education|tertiary]], [[Portal:Non-formal Education|non-formal education]].
* Find out about [[Wikiversity:Research|research]] activities on Wikiversity.
* [[Wikiversity:Introduction explore|Explore]] Wikiversity with the links to your left.
&lt;/div&gt;
&lt;!-- The Right column --&gt;
&lt;div style=&quot;width:50.0%; float:left&quot;&gt;
* Enable VisualEditor under [[Special:Preferences#mw-prefsection-betafeatures|Beta]] settings to make article editing easier.
* Read an [[Wikiversity:Wikiversity teachers|introduction for teachers]] and find out [[Help:How to write an educational resource|how to write an educational resource]] for Wikiversity.
* Give [[Wikiversity:Feedback|feedback]] about your initial observations.
* Discuss Wikiversity issues or ask questions at the [[Wikiversity:Colloquium|colloquium]].
* [[Wikiversity:Chat|Chat]] with other Wikiversitans on [[:freenode:wikiversity|&lt;kbd&gt;#wikiversity&lt;/kbd&gt;]].
&lt;/div&gt;
&lt;br clear=&quot;both&quot;/&gt;

You do not need to be an educator to edit. You only need to [[Wikiversity:Be bold|be bold]] to contribute and to experiment with the [[wikiversity:sandbox|sandbox]] or [[special:mypage|your userpage]]. See you around Wikiversity! --[[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 12:50, 21 July 2022 (UTC)&lt;/div&gt;
&lt;!-- Template:Welcome --&gt;
{{Robelbox/close}}

== Sylheti language ==

We base our content titles on Wikipedia names. We don't have the capacity to deal with extended discussions over what something should be named. If you are convinced this should be named Syloti language, please get Wikipedia to rename their article using the [[Wikipedia:Talk:Sylheti_language]] page. Thanks! -- [[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 12:54, 21 July 2022 (UTC)

:It will do. I have redirected one page. [[User:Congariel|Congariel]] ([[User talk:Congariel|discuss]] • [[Special:Contributions/Congariel|contribs]]) 23:23, 21 July 2022 (UTC)</text>
      <sha1>sgqmj6uybbsmtyjom74iigdqjd8tbt6</sha1>
    </revision>
    <revision>
      <id>2408650</id>
      <parentid>2408509</parentid>
      <timestamp>2022-07-22T02:40:49Z</timestamp>
      <contributor>
        <username>Dave Braunschweig</username>
        <id>426084</id>
      </contributor>
      <comment>/* Sylheti language */</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="4657" xml:space="preserve">{{Robelbox|theme=9|title=Welcome!|width=100%}}
&lt;div style=&quot;{{Robelbox/pad}}&quot;&gt;
'''Hello and [[Wikiversity:Welcome|Welcome]] to [[Wikiversity:What is Wikiversity|Wikiversity]] Congariel!''' You can [[Wikiversity:Contact|contact us]] with [[Wikiversity:Questions|questions]] at the [[Wikiversity:Colloquium|colloquium]] or [[User talk:Dave Braunschweig|me personally]] when you need [[Help:Contents|help]]. Please remember to [[Wikiversity:Signature|sign and date]] your finished comments when [[Wikiversity:Who are Wikiversity participants?|participating]] in [[Wikiversity:Talk page|discussions]]. The signature icon [[File:OOjs UI icon signature-ltr.svg]] above the edit window makes it simple. All users are expected to abide by our [[Wikiversity:Privacy policy|Privacy]], [[Wikiversity:Civility|Civility]], and the [[Foundation:Terms of Use|Terms of Use]] policies while at Wikiversity.

To [[Wikiversity:Introduction|get started]], you may
&lt;!-- The Left column --&gt;
&lt;div style=&quot;width:50.0%; float:left&quot;&gt;
* [[Help:guides|Take a guided tour]] and learn [[Help:Editing|to edit]].
* Visit a (kind of) [[Wikiversity:Random|random project]].
* [[Wikiversity:Browse|Browse]] Wikiversity, or visit a portal corresponding to your educational level: [[Portal: Pre-school Education|pre-school]], [[Portal: Primary Education|primary]], [[Portal:Secondary Education|secondary]], [[Portal:Tertiary Education|tertiary]], [[Portal:Non-formal Education|non-formal education]].
* Find out about [[Wikiversity:Research|research]] activities on Wikiversity.
* [[Wikiversity:Introduction explore|Explore]] Wikiversity with the links to your left.
&lt;/div&gt;
&lt;!-- The Right column --&gt;
&lt;div style=&quot;width:50.0%; float:left&quot;&gt;
* Enable VisualEditor under [[Special:Preferences#mw-prefsection-betafeatures|Beta]] settings to make article editing easier.
* Read an [[Wikiversity:Wikiversity teachers|introduction for teachers]] and find out [[Help:How to write an educational resource|how to write an educational resource]] for Wikiversity.
* Give [[Wikiversity:Feedback|feedback]] about your initial observations.
* Discuss Wikiversity issues or ask questions at the [[Wikiversity:Colloquium|colloquium]].
* [[Wikiversity:Chat|Chat]] with other Wikiversitans on [[:freenode:wikiversity|&lt;kbd&gt;#wikiversity&lt;/kbd&gt;]].
&lt;/div&gt;
&lt;br clear=&quot;both&quot;/&gt;

You do not need to be an educator to edit. You only need to [[Wikiversity:Be bold|be bold]] to contribute and to experiment with the [[wikiversity:sandbox|sandbox]] or [[special:mypage|your userpage]]. See you around Wikiversity! --[[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 12:50, 21 July 2022 (UTC)&lt;/div&gt;
&lt;!-- Template:Welcome --&gt;
{{Robelbox/close}}

== Sylheti language ==

We base our content titles on Wikipedia names. We don't have the capacity to deal with extended discussions over what something should be named. If you are convinced this should be named Syloti language, please get Wikipedia to rename their article using the [[Wikipedia:Talk:Sylheti_language]] page. Thanks! -- [[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 12:54, 21 July 2022 (UTC)

:It will do. I have redirected one page. [[User:Congariel|Congariel]] ([[User talk:Congariel|discuss]] • [[Special:Contributions/Congariel|contribs]]) 23:23, 21 July 2022 (UTC)

Regarding redirection, no problem. Regarding copying existing content and blanking the original, big problem. This is a license violation. Everyone who contributed to the page before must have their contributions listed in the page history. The correct way to do this is to move the page (rename it), vs. copy and blank. I have done my best to clean up the error, but because of timing, the results may not match your final edits. Check the page history. Your final edits are there somewhere. Find the current content and update it to match.

Regarding changes by Aideppp, those were all copyright / license violations and were deleted. That account is a documented abuse account on Wikipedia and is now blocked here. The subpages have been correctly moved to Sylheti language, but the changes made after that were deleted. Please ask for assistance before making massive changes. Most of these problems could have been avoided if we knew in advance all you were trying to do was rename the project and then make improvements. Thanks!

[[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 02:40, 22 July 2022 (UTC)</text>
      <sha1>9jt8sv4dr4ktfnrohe044u1j3blq1n7</sha1>
    </revision>
  </page>
  <page>
    <title>Syloti language</title>
    <ns>0</ns>
    <id>285544</id>
    <redirect title="Sylheti language" />
    <revision>
      <id>2408411</id>
      <timestamp>2022-07-21T12:50:43Z</timestamp>
      <contributor>
        <username>Dave Braunschweig</username>
        <id>426084</id>
      </contributor>
      <comment>Dave Braunschweig moved page [[Syloti language]] to [[Sylheti language]]: Rename</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="30" xml:space="preserve">#REDIRECT [[Sylheti language]]</text>
      <sha1>mwh4ocqapmd21we9x2pulprazl4k1xy</sha1>
    </revision>
  </page>
  <page>
    <title>User talk:Hanarose123</title>
    <ns>3</ns>
    <id>285545</id>
    <revision>
      <id>2408413</id>
      <timestamp>2022-07-21T12:55:43Z</timestamp>
      <contributor>
        <username>Dave Braunschweig</username>
        <id>426084</id>
      </contributor>
      <comment>Welcome</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="2765" xml:space="preserve">{{Robelbox|theme=9|title=Welcome!|width=100%}}
&lt;div style=&quot;{{Robelbox/pad}}&quot;&gt;
'''Hello and [[Wikiversity:Welcome|Welcome]] to [[Wikiversity:What is Wikiversity|Wikiversity]] Hanarose123!''' You can [[Wikiversity:Contact|contact us]] with [[Wikiversity:Questions|questions]] at the [[Wikiversity:Colloquium|colloquium]] or [[User talk:Dave Braunschweig|me personally]] when you need [[Help:Contents|help]]. Please remember to [[Wikiversity:Signature|sign and date]] your finished comments when [[Wikiversity:Who are Wikiversity participants?|participating]] in [[Wikiversity:Talk page|discussions]]. The signature icon [[File:OOjs UI icon signature-ltr.svg]] above the edit window makes it simple. All users are expected to abide by our [[Wikiversity:Privacy policy|Privacy]], [[Wikiversity:Civility|Civility]], and the [[Foundation:Terms of Use|Terms of Use]] policies while at Wikiversity.

To [[Wikiversity:Introduction|get started]], you may
&lt;!-- The Left column --&gt;
&lt;div style=&quot;width:50.0%; float:left&quot;&gt;
* [[Help:guides|Take a guided tour]] and learn [[Help:Editing|to edit]].
* Visit a (kind of) [[Wikiversity:Random|random project]].
* [[Wikiversity:Browse|Browse]] Wikiversity, or visit a portal corresponding to your educational level: [[Portal: Pre-school Education|pre-school]], [[Portal: Primary Education|primary]], [[Portal:Secondary Education|secondary]], [[Portal:Tertiary Education|tertiary]], [[Portal:Non-formal Education|non-formal education]].
* Find out about [[Wikiversity:Research|research]] activities on Wikiversity.
* [[Wikiversity:Introduction explore|Explore]] Wikiversity with the links to your left.
&lt;/div&gt;
&lt;!-- The Right column --&gt;
&lt;div style=&quot;width:50.0%; float:left&quot;&gt;
* Enable VisualEditor under [[Special:Preferences#mw-prefsection-betafeatures|Beta]] settings to make article editing easier.
* Read an [[Wikiversity:Wikiversity teachers|introduction for teachers]] and find out [[Help:How to write an educational resource|how to write an educational resource]] for Wikiversity.
* Give [[Wikiversity:Feedback|feedback]] about your initial observations.
* Discuss Wikiversity issues or ask questions at the [[Wikiversity:Colloquium|colloquium]].
* [[Wikiversity:Chat|Chat]] with other Wikiversitans on [[:freenode:wikiversity|&lt;kbd&gt;#wikiversity&lt;/kbd&gt;]].
&lt;/div&gt;
&lt;br clear=&quot;both&quot;/&gt;

You do not need to be an educator to edit. You only need to [[Wikiversity:Be bold|be bold]] to contribute and to experiment with the [[wikiversity:sandbox|sandbox]] or [[special:mypage|your userpage]]. See you around Wikiversity! --[[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 12:55, 21 July 2022 (UTC)&lt;/div&gt;
&lt;!-- Template:Welcome --&gt;
{{Robelbox/close}}</text>
      <sha1>bpvw1t5j1tm5kga64se49ffpbnd0u7t</sha1>
    </revision>
  </page>
  <page>
    <title>Helping Give Away Psychological Science/996 Conference Rapid Grant/Draft:Closing Report</title>
    <ns>0</ns>
    <id>285546</id>
    <revision>
      <id>2408484</id>
      <timestamp>2022-07-21T22:47:34Z</timestamp>
      <contributor>
        <username>Ncharamut</username>
        <id>2824970</id>
      </contributor>
      <comment>added outline</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="4233" xml:space="preserve">==Goals==
''Did you meet your goals? Are you happy with how the project went?''&lt;br&gt;

==Outcome==
''Please report on your original project targets. Please be sure to '''[[Grants:Metrics#Three_shared_metrics|review and provide metrics required for Rapid Grants]].'''''

{{Project/Rapid/Report/Table/Header1}}
&lt;!---Please use the below table to:
1. List each of your original targets from your project plan.
2. List the actual outcome that was achieved.
3. Explain how your outcome compares with the original target.  Did you reach your targets?  Why or why not? ---&gt;

&lt;!--2 rows for your table have been provided below.  To add more rows for additional goals, just copy and paste another row template below these--&gt;
{{PEG/Proposals/Reports/Final/Table/1/Row
| target outcome = 
| achieved outcome = 
| explanation = 
}}

{{PEG/Proposals/Reports/Final/Table/1/Row
| target outcome = At least 30 participants participate in the contest
| achieved outcome = 62 editors joined the outreach dashboard and participated.
| explanation = 62 people participated in the contest and created new articles both on Wikibook Cookbook, Wikipedia, and Wikivoyage.
}}

{{PEG/Proposals/Reports/Final/Table/1/Row
| target outcome = At least 100 articles are created or improved on Wikipedia, Wikibooks, and Wikivoyage.
| achieved outcome = 6,900 Edits were made during the contest
| explanation = A total of 6,900 edits were made which included article creation, improvement and photos being uploaded on Wiki Commons (738 new articles and article improvement on Wikivoyage and Wikipedia, over 200 new articles on Wikibook Cookbook, and 873 Wikicommons uploads) Participants were enthusiastic and thrilled, and this contest left them hungry for more Wiki Contest
}}
&lt;!--Leave the template that follows when you have added all of your goals--&gt;
{{PEG/Proposals/Reports/Final/Table/1/End}}

==Learning==
''Projects do not always go according to plan. Sharing what you learned can help you and others plan similar projects in the future. Help the movement learn from your experience by answering the following questions:''
*What worked well? 
#The support got from both Wikibook and Wikivoyage admins were very welcoming to the new editors
#The training went really well as the planning and execution were done perfectly well.
*What did not work so well? 
#Activities on Wikibook Cookbook weren't being tracked on the Outreach Dashboard, which made the result counting difficult.
#More participants than expected participated in the contest.
*What would you do differently next time?
#Be more prepared to easily accommodate extra participants.
==Finances==

===Grant funds spent===
''Please describe how much grant money you spent for approved expenses, and tell us what you spent it on.''
*A conference room/hall with presenting equipment such as projectors, a public address system, and an uninterrupted power supply for two days for $200 a day.= $400
*Refreshments (Tea break, and lunch) $10/person x 30 people x 2days = $600
*Internet subscription (For the team members, during the project and post-project for report writing): $250
*Website, Branding, graphics promotion, Social media promotion: $300
*Online meeting platform subscription for training and information: $50 ($25 X 2 months)
*Internet support to active participants: $300 ($15 X 20 participants)
*Airtime for communication: $50
*Shirts for organizers and winners: $50 ($10 X 5)
*Contingency and Bank Charges = $100

'''Prizes'''

*1st prize: Shopping Voucher: $180
*2nd prize: Shopping Voucher: $120
*3rd prize: Shopping Voucher: $100

'''Total: $2,500; NGN1,040,000'''
===Remaining funds===
''Do you have any remaining grant funds?''
No, we don't have any remaining grant funds left after the completion of the project.
&lt;!--Let us know if you would like to use the remaining funds on a similar or new project. Remember, a grants officer must approve this request before you spend the money.--&gt;

==Anything else==
''Anything else you want to share about your project?''
#Outreach Dashboard: [https://outreachdashboard.wmflabs.org/courses/Edriiic/Nigerian%20Cuisine Here]
#Photos: [https://commons.wikimedia.org/wiki/Category:Nigerian%20Cuisine%202022 Here]
[[Category:Project/Rapid/Report]]</text>
      <sha1>lixuntify84atnssoikmy69nvtrouvx</sha1>
    </revision>
    <revision>
      <id>2408485</id>
      <parentid>2408484</parentid>
      <timestamp>2022-07-21T22:48:16Z</timestamp>
      <contributor>
        <username>Ncharamut</username>
        <id>2824970</id>
      </contributor>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="4242" xml:space="preserve">== Goals ==
''Did you meet your goals? Are you happy with how the project went?''&lt;br&gt;

== Outcome ==
''Please report on your original project targets. Please be sure to '''[[Grants:Metrics#Three_shared_metrics|review and provide metrics required for Rapid Grants]].'''''

{{Project/Rapid/Report/Table/Header1}}
&lt;!---Please use the below table to:
1. List each of your original targets from your project plan.
2. List the actual outcome that was achieved.
3. Explain how your outcome compares with the original target.  Did you reach your targets?  Why or why not? ---&gt;

&lt;!--2 rows for your table have been provided below.  To add more rows for additional goals, just copy and paste another row template below these--&gt;
{{PEG/Proposals/Reports/Final/Table/1/Row
| target outcome = 
| achieved outcome = 
| explanation = 
}}

{{PEG/Proposals/Reports/Final/Table/1/Row
| target outcome = At least 30 participants participate in the contest
| achieved outcome = 62 editors joined the outreach dashboard and participated.
| explanation = 62 people participated in the contest and created new articles both on Wikibook Cookbook, Wikipedia, and Wikivoyage.
}}

{{PEG/Proposals/Reports/Final/Table/1/Row
| target outcome = At least 100 articles are created or improved on Wikipedia, Wikibooks, and Wikivoyage.
| achieved outcome = 6,900 Edits were made during the contest
| explanation = A total of 6,900 edits were made which included article creation, improvement and photos being uploaded on Wiki Commons (738 new articles and article improvement on Wikivoyage and Wikipedia, over 200 new articles on Wikibook Cookbook, and 873 Wikicommons uploads) Participants were enthusiastic and thrilled, and this contest left them hungry for more Wiki Contest
}}
&lt;!--Leave the template that follows when you have added all of your goals--&gt;
{{PEG/Proposals/Reports/Final/Table/1/End}}

== Learning ==
''Projects do not always go according to plan. Sharing what you learned can help you and others plan similar projects in the future. Help the movement learn from your experience by answering the following questions:''
*What worked well? 
#The support got from both Wikibook and Wikivoyage admins were very welcoming to the new editors
#The training went really well as the planning and execution were done perfectly well.
*What did not work so well? 
#Activities on Wikibook Cookbook weren't being tracked on the Outreach Dashboard, which made the result counting difficult.
#More participants than expected participated in the contest.
*What would you do differently next time?
#Be more prepared to easily accommodate extra participants.

== Finances ==

===Grant funds spent===
''Please describe how much grant money you spent for approved expenses, and tell us what you spent it on.''
*A conference room/hall with presenting equipment such as projectors, a public address system, and an uninterrupted power supply for two days for $200 a day.= $400
*Refreshments (Tea break, and lunch) $10/person x 30 people x 2days = $600
*Internet subscription (For the team members, during the project and post-project for report writing): $250
*Website, Branding, graphics promotion, Social media promotion: $300
*Online meeting platform subscription for training and information: $50 ($25 X 2 months)
*Internet support to active participants: $300 ($15 X 20 participants)
*Airtime for communication: $50
*Shirts for organizers and winners: $50 ($10 X 5)
*Contingency and Bank Charges = $100

'''Prizes'''

*1st prize: Shopping Voucher: $180
*2nd prize: Shopping Voucher: $120
*3rd prize: Shopping Voucher: $100

'''Total: $2,500; NGN1,040,000'''
===Remaining funds===
''Do you have any remaining grant funds?''
No, we don't have any remaining grant funds left after the completion of the project.
&lt;!--Let us know if you would like to use the remaining funds on a similar or new project. Remember, a grants officer must approve this request before you spend the money.--&gt;

==Anything else==
''Anything else you want to share about your project?''
#Outreach Dashboard: [https://outreachdashboard.wmflabs.org/courses/Edriiic/Nigerian%20Cuisine Here]
#Photos: [https://commons.wikimedia.org/wiki/Category:Nigerian%20Cuisine%202022 Here]
[[Category:Project/Rapid/Report]]</text>
      <sha1>gjbbgmh4i4dwp9enbs2w7jlsfdsb9d9</sha1>
    </revision>
    <revision>
      <id>2408486</id>
      <parentid>2408485</parentid>
      <timestamp>2022-07-21T22:49:30Z</timestamp>
      <contributor>
        <username>Ncharamut</username>
        <id>2824970</id>
      </contributor>
      <comment>/* Anything else */ added budget</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="3896" xml:space="preserve">== Goals ==
''Did you meet your goals? Are you happy with how the project went?''&lt;br&gt;

== Outcome ==
''Please report on your original project targets. Please be sure to '''[[Grants:Metrics#Three_shared_metrics|review and provide metrics required for Rapid Grants]].'''''

{{Project/Rapid/Report/Table/Header1}}
&lt;!---Please use the below table to:
1. List each of your original targets from your project plan.
2. List the actual outcome that was achieved.
3. Explain how your outcome compares with the original target.  Did you reach your targets?  Why or why not? ---&gt;

&lt;!--2 rows for your table have been provided below.  To add more rows for additional goals, just copy and paste another row template below these--&gt;
{{PEG/Proposals/Reports/Final/Table/1/Row
| target outcome = 
| achieved outcome = 
| explanation = 
}}

{{PEG/Proposals/Reports/Final/Table/1/Row
| target outcome = At least 30 participants participate in the contest
| achieved outcome = 62 editors joined the outreach dashboard and participated.
| explanation = 62 people participated in the contest and created new articles both on Wikibook Cookbook, Wikipedia, and Wikivoyage.
}}

{{PEG/Proposals/Reports/Final/Table/1/Row
| target outcome = At least 100 articles are created or improved on Wikipedia, Wikibooks, and Wikivoyage.
| achieved outcome = 6,900 Edits were made during the contest
| explanation = A total of 6,900 edits were made which included article creation, improvement and photos being uploaded on Wiki Commons (738 new articles and article improvement on Wikivoyage and Wikipedia, over 200 new articles on Wikibook Cookbook, and 873 Wikicommons uploads) Participants were enthusiastic and thrilled, and this contest left them hungry for more Wiki Contest
}}
&lt;!--Leave the template that follows when you have added all of your goals--&gt;
{{PEG/Proposals/Reports/Final/Table/1/End}}

== Learning ==
''Projects do not always go according to plan. Sharing what you learned can help you and others plan similar projects in the future. Help the movement learn from your experience by answering the following questions:''
*What worked well? 
#The support got from both Wikibook and Wikivoyage admins were very welcoming to the new editors
#The training went really well as the planning and execution were done perfectly well.
*What did not work so well? 
#Activities on Wikibook Cookbook weren't being tracked on the Outreach Dashboard, which made the result counting difficult.
#More participants than expected participated in the contest.
*What would you do differently next time?
#Be more prepared to easily accommodate extra participants.

== Finances ==

===Grant funds spent===
''Please describe how much grant money you spent for approved expenses, and tell us what you spent it on.''

* '''Wages for template/tool-kit creators''': $2,040 ($20 per hour x 3 creators x 34 hours)

* '''Wages for trainers''': $720 ($20 per hour x 3 trainers x 12 hours)

* '''Gift cards to virtually buy lunch for editathon participants''': $600 ($20 for 15 participants x 2 events)

* '''Incentives for sustained editing''': $500 (1st prize $100, 2nd prize $50, and 3rd prize $25 at 1 and 3 month follow-ups after last edit-a-thon = $175 x 4 &quot;contests&quot;)

* '''HGAPS merch for milestones completed in editor training''': $300

* '''Fiscal sponsor administrative fees (including access to Google Suites for Nonprofits platform and analytics)''': $832 (20% final budget)

'''Total''': USD $4,992

===Remaining funds===
''Do you have any remaining grant funds?''
No, we don't have any remaining grant funds left after the completion of the project.
&lt;!--Let us know if you would like to use the remaining funds on a similar or new project. Remember, a grants officer must approve this request before you spend the money.--&gt;

==Anything else==
''Anything else you want to share about your project?''
[[Category:Project/Rapid/Report]]</text>
      <sha1>b5pv0i90c9zmpxc2mipdh153l8q1myc</sha1>
    </revision>
    <revision>
      <id>2408487</id>
      <parentid>2408486</parentid>
      <timestamp>2022-07-21T22:50:50Z</timestamp>
      <contributor>
        <username>Ncharamut</username>
        <id>2824970</id>
      </contributor>
      <comment>/* Outcome */ removed broken table</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="2299" xml:space="preserve">== Goals ==
''Did you meet your goals? Are you happy with how the project went?''&lt;br&gt;

== Outcome ==
''Please report on your original project targets. Please be sure to '''[[Grants:Metrics#Three_shared_metrics|review and provide metrics required for Rapid Grants]].'''''

== Learning ==
''Projects do not always go according to plan. Sharing what you learned can help you and others plan similar projects in the future. Help the movement learn from your experience by answering the following questions:''
*What worked well? 
#The support got from both Wikibook and Wikivoyage admins were very welcoming to the new editors
#The training went really well as the planning and execution were done perfectly well.
*What did not work so well? 
#Activities on Wikibook Cookbook weren't being tracked on the Outreach Dashboard, which made the result counting difficult.
#More participants than expected participated in the contest.
*What would you do differently next time?
#Be more prepared to easily accommodate extra participants.

== Finances ==

===Grant funds spent===
''Please describe how much grant money you spent for approved expenses, and tell us what you spent it on.''

* '''Wages for template/tool-kit creators''': $2,040 ($20 per hour x 3 creators x 34 hours)

* '''Wages for trainers''': $720 ($20 per hour x 3 trainers x 12 hours)

* '''Gift cards to virtually buy lunch for editathon participants''': $600 ($20 for 15 participants x 2 events)

* '''Incentives for sustained editing''': $500 (1st prize $100, 2nd prize $50, and 3rd prize $25 at 1 and 3 month follow-ups after last edit-a-thon = $175 x 4 &quot;contests&quot;)

* '''HGAPS merch for milestones completed in editor training''': $300

* '''Fiscal sponsor administrative fees (including access to Google Suites for Nonprofits platform and analytics)''': $832 (20% final budget)

'''Total''': USD $4,992

===Remaining funds===
''Do you have any remaining grant funds?''
No, we don't have any remaining grant funds left after the completion of the project.
&lt;!--Let us know if you would like to use the remaining funds on a similar or new project. Remember, a grants officer must approve this request before you spend the money.--&gt;

==Anything else==
''Anything else you want to share about your project?''
[[Category:Project/Rapid/Report]]</text>
      <sha1>glgszu2a0avdsb98z41rd4a2aljnuay</sha1>
    </revision>
    <revision>
      <id>2408498</id>
      <parentid>2408487</parentid>
      <timestamp>2022-07-21T23:14:40Z</timestamp>
      <contributor>
        <username>Ncharamut</username>
        <id>2824970</id>
      </contributor>
      <comment>/* Learning */</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="1875" xml:space="preserve">== Goals ==
''Did you meet your goals? Are you happy with how the project went?''&lt;br&gt;

== Outcome ==
''Please report on your original project targets. Please be sure to '''[[Grants:Metrics#Three_shared_metrics|review and provide metrics required for Rapid Grants]].'''''

== Learning ==
''Projects do not always go according to plan. Sharing what you learned can help you and others plan similar projects in the future. Help the movement learn from your experience by answering the following questions:''
*What worked well? 
#
*What did not work so well? 
#
*What would you do differently next time?
#

== Finances ==

===Grant funds spent===
''Please describe how much grant money you spent for approved expenses, and tell us what you spent it on.''

* '''Wages for template/tool-kit creators''': $2,040 ($20 per hour x 3 creators x 34 hours)

* '''Wages for trainers''': $720 ($20 per hour x 3 trainers x 12 hours)

* '''Gift cards to virtually buy lunch for editathon participants''': $600 ($20 for 15 participants x 2 events)

* '''Incentives for sustained editing''': $500 (1st prize $100, 2nd prize $50, and 3rd prize $25 at 1 and 3 month follow-ups after last edit-a-thon = $175 x 4 &quot;contests&quot;)

* '''HGAPS merch for milestones completed in editor training''': $300

* '''Fiscal sponsor administrative fees (including access to Google Suites for Nonprofits platform and analytics)''': $832 (20% final budget)

'''Total''': USD $4,992

===Remaining funds===
''Do you have any remaining grant funds?''
No, we don't have any remaining grant funds left after the completion of the project.
&lt;!--Let us know if you would like to use the remaining funds on a similar or new project. Remember, a grants officer must approve this request before you spend the money.--&gt;

==Anything else==
''Anything else you want to share about your project?''
[[Category:Project/Rapid/Report]]</text>
      <sha1>1hkeq0m7s4ynar37kfzoks07l64hkuh</sha1>
    </revision>
  </page>
  <page>
    <title>Evidence-based assessment/Posttraumatic stress disorder (disorder portfolio)/extended version</title>
    <ns>0</ns>
    <id>285547</id>
    <revision>
      <id>2408504</id>
      <timestamp>2022-07-21T23:21:32Z</timestamp>
      <contributor>
        <username>Ardenguo</username>
        <id>2944162</id>
      </contributor>
      <comment>copied over &quot;Evidence-based assessment/Posttraumatic stress disorder (disorder portfolio)&quot; portfolio</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="29265" xml:space="preserve">&lt;noinclude&gt;{{Helping Give Away Psychological Science Banner}}&lt;/noinclude&gt;

{{medical disclaimer}}
{{:{{BASEPAGENAME}}/Sidebar}}

==[[Evidence based assessment/Portfolio template/What is a &quot;portfolio&quot;|'''What is a &quot;portfolio&quot;?''']]==
* For background information on what assessment portfolios are, click the link in the heading above.

== [[Evidence based assessment/Preparation phase|'''Preparation phase''']] ==
=== Diagnostic criteria for post traumatic stress disorder ===

===='''ICD-11 Diagnostic Criteria'''====
{{blockquotetop}}
===='''ICD-11 Criteria'''====
*Post-traumatic stress disorder (PTSD) is a syndrome that develops following exposure to an extremely threatening or horrific event or series of events that is characterized by all of the following: 
**1) re-experiencing the traumatic event or events in the present in the form of vivid intrusive memories, flashbacks, or nightmares, which are typically accompanied by strong and overwhelming emotions such as fear or horror and strong physical sensations, or feelings of being overwhelmed or immersed in the same intense emotions that were experienced during the traumatic event; 
**2) avoidance of thoughts and memories of the event or events, or avoidance of activities, situations, or people reminiscent of the event or events
**3) persistent perceptions of heightened current threat, for example as indicated by hypervigilance or an enhanced startle reaction to stimuli such as unexpected noises. 
*The symptoms must persist for at least several weeks and cause significant impairment in personal, family, social, educational, occupational or other important areas of functioning. 

Additionally, ICD 11 includes a category called &quot;Complex post-traumatic stress disorder,&quot; which is described as:
*A disorder that may develop following exposure to an event or series of events of an extremely threatening or horrific nature, most commonly prolonged or repetitive events from which escape is difficult or impossible (e.g., torture, slavery, genocide campaigns, prolonged domestic violence, repeated childhood sexual or physical abuse). 
*The disorder is characterized by the core symptoms of PTSD; that is, all diagnostic requirements for PTSD have been met at some point during the course of the disorder. 
*In addition, Complex PTSD is characterized by:
**1) severe and pervasive problems in affect regulation; 
**2) persistent beliefs about oneself as diminished, defeated or worthless, accompanied by deep and pervasive feelings of shame, guilt or failure related to the traumatic event
**3) persistent difficulties in sustaining relationships and in feeling close to others. The disturbance causes significant impairment in personal, family, social, educational, occupational or other important areas of functioning.
{{blockquotebottom}}

===='''Changes in DSM-5'''====
* The diagnostic criteria for post-traumatic stress disorder changed slightly from [[DSM-IV]] to [[w:Diagnostic_and_Statistical_Manual_of_Mental_Disorders#DSM-IV-TR_.282000.29|DSM-5]]. Summaries are available [http://www.dsm5.org/Documents/changes%20from%20dsm-iv-tr%20to%20dsm-5.pdf here] and [[w:DSM-5|here]].


=== Developmental sensitivities ===
{{collapse top| Click for more information}}
*Diagnostic thresholds have been lowered for children and adolescents to account for development.
*Separate and additional criteria have been added for children age 6 or younger.
*Child sexual abuse has been found to have a substantial effect on the development of PTSD.&lt;ref&gt;{{cite journal|last1=Paolucci|first1=Elizabeth ODDONE|last2=Genuis|first2=Mark L.|last3=Violato|first3=Claudio|title=A Meta-Analysis of the Published Research on the Effects of Child Sexual Abuse|journal=The Journal of Psychology|date=January 2001|volume=135|issue=1|pages=17–36|doi=10.1080/00223980109603677}}&lt;/ref&gt;
*Children with higher exposure to trauma, less social support, and other major life events are more likely to have continued PTSD symptoms 7 months after a trauma.&lt;ref name=&quot;:2&quot;&gt;{{cite journal |last1=La Greca|first1=A|last2=Silverman|first2=WK|last3=Vernberg|first3=EM|last4=Prinstein|first4=MJ|title=Symptoms of posttraumatic stress in children after Hurricane Andrew: a prospective study.|journal=Journal of consulting and clinical psychology|date=August 1996|volume=64|issue=4|pages=712-23|pmid=8803361}}&lt;/ref&gt; 10 months after a trauma, however, only experience of a major life event remained predictive of continuing PTSD symptoms.&lt;ref name=&quot;:2&quot; /&gt; 
*Lack of social support, specifically lack of support by a teacher, was predictive of higher PTSD symptoms among children who had gone through an environmental trauma.&lt;ref name=&quot;:2&quot; /&gt;  
*Children who reported using blame and anger as strategies for coping had higher levels of PTSD symptoms 10 months after a trauma.&lt;ref name=&quot;:2&quot; /&gt;  
*Negative affect in children before a traumatic event was predictive of development of PTSD symptoms after a traumatic event.&lt;ref&gt;{{cite journal|last1=Weems|first1=CF|last2=Pina|first2=AA|last3=Costa|first3=NM|last4=Watts|first4=SE|last5=Taylor|first5=LK|last6=Cannon|first6=MF|title=Predisaster trait anxiety and negative affect predict posttraumatic stress in youths after hurricane Katrina.|journal=Journal of consulting and clinical psychology|date=February 2007|volume=75|issue=1|pages=154-9|doi=10.1037/0022-006X.75.1.154|pmid=17295574}}&lt;/ref&gt;  

[[wikipedia:Posttraumatic_stress_disorder|Posttraumatic stress disorder]] is now more sensitive to development in that diagnostic thresholds have been lowered for children and adolescents. Furthermore, separate and additional criteria have been added for children age 6 years of age or younger.
{{collapse bottom}}

=== Base rates of PTSD in different clinical settings and populations ===
This section describes the demographic settings of the populations sampled, base rates of PTSD diagnoses, country/region sampled, and the diagnostic methods that were used. Using this information, clinicians will be able to anchor the most appropriate rate of PTSD that they are likely to see in their clinical practice.
* '''''To see prevalence rates across multiple disorders,''''' [[Evidence based assessment/Preparation phase#Base rates for transdiagnostic comparison|'''''click here.''''']] 

{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
|-
! Setting
! Base Rate
! Demography
! Diagnostic Method
!Best Recommended For
|-

| Non-clinical: Population based&lt;ref&gt;{{Cite journal|last=Kessler|first=Ronald C.|last2=Berglund|first2=Patricia|last3=Demler|first3=Olga|last4=Jin|first4=Robert|last5=Merikangas|first5=Kathleen R.|last6=Walters|first6=Ellen E.|date=2005-06-01|title=Lifetime Prevalence and Age-of-Onset Distributions of DSM-IV Disorders in the National Comorbidity Survey Replication|url=http://archpsyc.jamanetwork.com/article.aspx?doi=10.1001/archpsyc.62.6.593|journal=Archives of General Psychiatry|language=en|volume=62|issue=6|doi=10.1001/archpsyc.62.6.593|issn=0003-990X}}&lt;/ref&gt;
| 6.8%
| United States, nationally representative, age 18 and older
| National Comorbidity Survey - Replication
|
|-

| Non-clinical: Population based&lt;ref&gt;{{Cite journal|last=de Vries|first=Giel-Jan|last2=Olff|first2=Miranda|date=2009-08-01|title=The lifetime prevalence of traumatic events and posttraumatic stress disorder in the Netherlands|url=http://onlinelibrary.wiley.com/doi/10.1002/jts.20429/abstract|journal=Journal of Traumatic Stress|language=en|volume=22|issue=4|pages=259–267|doi=10.1002/jts.20429|issn=1573-6598}}&lt;/ref&gt;
| 7.4%
| Netherlands, nationally representative, age 18-80
| Composite International Diagnostic Interview (CIDI)
|
|-

| Non-clinical: Population based&lt;ref&gt;{{Cite journal|last=Pietrzak|first=Robert H.|last2=Goldstein|first2=Risë B.|last3=Southwick|first3=Steven M.|last4=Grant|first4=Bridget F.|title=Prevalence and Axis I comorbidity of full and partial posttraumatic stress disorder in the United States: Results from Wave 2 of the National Epidemiologic Survey on Alcohol and Related Conditions|url=http://linkinghub.elsevier.com/retrieve/pii/S0887618510002288|journal=Journal of Anxiety Disorders|volume=25|issue=3|pages=456–465|doi=10.1016/j.janxdis.2010.11.010}}&lt;/ref&gt;
| 6.4%
| United States, nationally representative, age 18 and older
| Wave 2 National Epidemiologic Survey on Alcohol and Related Conditions
|
|-

| Non-clinical: Population based&lt;ref&gt;{{Cite journal|last=Bunting|first=Brendan P.|last2=Ferry|first2=Finola R.|last3=Murphy|first3=Samuel D.|last4=O'Neill|first4=Siobhan M.|last5=Bolton|first5=David|date=2013-02-01|title=Trauma Associated With Civil Conflict and Posttraumatic Stress Disorder: Evidence From the Northern Ireland Study of Health and Stress|url=http://onlinelibrary.wiley.com/doi/10.1002/jts.21766/abstract|journal=Journal of Traumatic Stress|language=en|volume=26|issue=1|pages=134–141|doi=10.1002/jts.21766|issn=1573-6598}}&lt;/ref&gt;
| 8.8%
| Northern Ireland, representative sample, age 18 and older
| Northern Ireland Study of Health and Stress
|
|-

| Non-clinical: Population based&lt;ref&gt;{{Cite journal|last=Atwoli|first=Lukoye|last2=Stein|first2=Dan J.|last3=Williams|first3=David R.|last4=Mclaughlin|first4=Katie A.|last5=Petukhova|first5=Maria|last6=Kessler|first6=Ronald C.|last7=Koenen|first7=Karestan C.|date=2013-07-03|title=Trauma and posttraumatic stress disorder in South Africa: analysis from the South African Stress and Health Study|url=https://doi.org/10.1186/1471-244X-13-182|journal=BMC Psychiatry|volume=13|pages=182|doi=10.1186/1471-244x-13-182|issn=1471-244X}}&lt;/ref&gt;
| 2.3%
| South Africa, nationally representative sample, age 18 and older
| South African Stress and Health Study, using the Composite International Diagnostic Interview (CIDI)
|
|-

| U.S. Service Members&lt;ref&gt;{{Cite journal|last=Hoge|first=Charles W.|last2=Castro|first2=Carl A.|last3=Messer|first3=Stephen C.|last4=McGurk|first4=Dennis|last5=Cotting|first5=Dave I.|last6=Koffman|first6=Robert L.|date=2004-07-01|title=Combat Duty in Iraq and Afghanistan, Mental Health Problems, and Barriers to Care|url=http://dx.doi.org/10.1056/NEJMoa040603|journal=New England Journal of Medicine|volume=351|issue=1|pages=13–22|doi=10.1056/nejmoa040603|issn=0028-4793|pmid=15229303}}&lt;/ref&gt;
|11.5% - 19.5% ♦
| U.S. Army and Marine Soldiers Deployed to Iraq and Afghanistan
| PTSD Checklist
|
|-
|Non-clinical: Population based&lt;ref&gt;{{Cite journal|last=Merikangas|first=Kathleen Ries|last2=He|first2=Jian-ping|last3=Burstein|first3=Marcy|last4=Swanson|first4=Sonja A.|last5=Avenevoli|first5=Shelli|last6=Cui|first6=Lihong|last7=Benjet|first7=Corina|last8=Georgiades|first8=Katholiki|last9=Swendsen|first9=Joel|title=Lifetime Prevalence of Mental Disorders in U.S. Adolescents: Results from the National Comorbidity Survey Replication–Adolescent Supplement (NCS-A)|url=https://doi.org/10.1016/j.jaac.2010.05.017|journal=Journal of the American Academy of Child &amp; Adolescent Psychiatry|volume=49|issue=10|pages=980–989|doi=10.1016/j.jaac.2010.05.017}}&lt;/ref&gt;
|5.0%
|United States, nationally representative, ages 13-18
|National Comorbidity Survey Replication—Adolescent Supplement (NCS-A)
|
|}
♦ '''Note''': These rates were using broad PTSD Checklist scoring criteria of being scored positive if subjects reported at least one intrusion symptom, three avoidance symptoms, and two hyperarousal symptom that were categorized as at the moderate level. The 11.5% is for soldiers returning from deployment in Iraq, 19.5% is for soldiers returning from Afghanistan. Another common practice is to use a strict cutoff of 50 on the PCL, above which someone screens positive for PTSD. With this cutoff, rates are 6.2% and 12.9% for Service Members returned from Afghanistan and Iraqi, respectively.

==[[Evidence based assessment/Prediction phase|'''Prediction phase''']]==

=== Psychometric properties of screening for PTSD ===
The following section contains a list of screening and diagnostic instruments for PTSD. The section includes administration information, psychometric data, and PDFs or links to the screenings. 
* Screenings are used as part of the [[Evidence based assessment/Prediction phase|prediction phase]] of assessment; for more information on interpretation of this data, or how screenings fit in to the assessment process, click [[Evidence based assessment/Prediction phase|here.]]

* '''''For a list of more broadly reaching screening instruments, [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prediction_phase&amp;wteswitched=1#Psychometric_properties_of_common_screening_instruments click here.]'''''
{| class=&quot;wikitable sortable&quot;
|-
! Measure 
!Format (Reporter)
!Age Range
!Administration/
Completion Time
!Inter-rater reliability
!Test-retest reliability
!Construct validity
!Content validity
!Highly recommended
|-
|[https://www.ptsd.va.gov/professional/assessment/adult-sr/ptsd-checklist.asp PCL (PTSD Checklist for DSM-5)]
|Self-Report 
|adult
|5-10 minutes
|N/A
|G
|E
|G
|X
|-
|[https://www.ptsd.va.gov/professional/assessment/adult-int/caps.asp CAPS (Clinician Administered PTSD Scale)]
|Clinician Administered Interview 
|adult and child versions available 
|40-60 minutes 
|E
|E
|E
|E
|X
|-
|[https://www.appi.org/products/structured-clinical-interview-for-dsm-5-scid-5 SCID-IV (Structured Clinical Interview for DSM-IV)]
|Clinician Administered Interview
|adult
|1-2 hours 
|A
|A
|G
|G
|X
|-
|[https://div12.org/wp-content/uploads/2014/11/PSSI-5-Manual.pdf PSS-I (PTSD Symptom Scale Interview)]
|Clinician Administered Interview
|adult 
|20 minutes 
|E
|G
|G
|G
|
|-
|[https://psychiatry.duke.edu/sites/default/files/field/image/sip_scale.pdf SI-PTSD (Structured Interview for PTSD)]
|Clinician Administered Interview
|adult 
|20-30 minutes 
|E
|A
|G
|G
|
|-
|[https://global.oup.com/academic/product/anxiety-and-related-disorders-interview-schedule-for-dsm-5-adis-5---adult-version-9780199325160?cc=us&amp;lang=en&amp; ADIS (Anxiety Disorder Interview Schedule)] 
|Clinician Administered Interview
|adult
|2-4 hours
|G
|A
|G
|G
|
|-
|[https://www.reactionindex.com/index.php/ UCLA PTSD Reaction Index for DSM-5]
|Clinician Administered
|child, school age, adolescents
|
|G
|
|G
|G
|Yes
|-
|[https://www.aacap.org/App_Themes/AACAP/docs/resource_centers/resources/misc/child_ptsd_symptom_scale.pdf CPSS (Children's PTSD Symptom Scale)]
|Self-Report
|child
|10-20 minutes
|
|
|
|
|XX (new rec)
|-
|[https://consultgeri.org/try-this/general-assessment/issue-19.pdf IES-R (Impact of Event Scale-Revised)]
|Self-Report 
|adult
|10-15 minutes 
|N/A
|A
|G
|G
|
|-
|[https://www.ptsd.va.gov/professional/assessment/adult-sr/mississippi-scale-m-ptsd.asp M-PTSD (Mississippi Scale for Combat Related PTSD)]
|Self-Report
|adult, specific versions for veterans and civilians
|10-15 minutes
|N/A
|G
|E
|E
|
|-
|[https://www.pearsonclinical.com/psychology/products/100000461/minnesota-multiphasic-personality-inventory-2-mmpi-2.html PK Scale (Keane PTSD Scale of the MMPI-2)]
|Self-report
|adult
|60-90 minutes (entire MMPI-2) 
|N/A
|G
|E
|G
|
|-
|[https://adaa.org/sites/default/files/Yusko%20_210.pdf PDS (Post-traumatic Diagnosis Scale)]
|Self-Report
|adult
|10-20 minutes
|N/A
|G
|E
|G
|X
|-
|[http://www.oregon.gov/oha/HSD/AMH/Trauma%20Policy/lsac-adult-form.pdf LASC (Los Angeles Symptoms Checklist)] 
|Self-Report 
|adult
|5-10 minutes
|N/A
|G
|G
|G
|
|-
|[https://pathwaysu.com/pluginfile.php/12797/mod_resource/content/1/UCLA%20PTSD%20RI%20-%20DSM-5%20%28Final%29.pdf Child’s Reaction to Traumatic Events Scale-Revised]
|Self-Report
|7-16
|5-10 Minutes
|
|
|G
|G
|
|-
|[http://www.som.uq.edu.au/childtrauma/ctsq.aspx Child Trauma Screening Questionnaire (CTSQ)]
|Self-Report
|child
|5-10 minutes
|
|
|G
|G
|
|-
|[https://www.corc.uk.net/media/1268/cries_selfreported.pdf Children’s Revised Impact of Events Scale (CRIES-8)]
|Self-Report
|8+ (must be able to read)
|5-10 minutes
|
|
|
|
|
|-
|[https://www.parinc.com/Products/Pkey/461 Trauma Symptoms Checklist for Young Children (TSCYC)]
|Parent Report on Child
|3-12 years old
|15-20 minutes
|For validities, norms vary based on gender and age group, since each has different scales.
|
|
|
|
|-
|[https://medicine.tulane.edu/infant-institute Young Child PTSD Checklist (YCPC)]
|Parent Report
|child
|13 items
|G
|
|G
|G
|Yes
|-
|[https://www.apa.org/depression-guideline/child-behavior-checklist.pdf Child Behavior Checklist-Posttraumatic Stress Disorder Scale (CBCL-PTSD)]
|Parent Report
|6-18 years old
|10-15 minutes
|
|
|G
|
|
|-
|[https://static1.squarespace.com/static/56983ac169492ecf0c7dc1c7/t/5ba262de575d1f6ea0cf4298/1537368799744/International+Trauma+Questionnaire.pdf International Trauma Questionnaire (ITQ) – Youth Version]
|Self-Report
|child
|10 minutes
|
|
|
|
|
|}

'''Note:''' '''L''' = Less than adequate; '''A''' = Adequate; '''G''' = Good; '''E''' = Excellent; '''U''' = Unavailable; '''NA''' = Not applicable

=== Likelihood ratios and AUCs of screening measures for PTSD ===

* '''''For a list of the likelihood ratios for more broadly reaching screening instruments, [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prediction_phase&amp;wteswitched=1#Likelihood_ratios_and_AUCs_of_common_screening_instruments click here.]''''' 

{| class=&quot;wikitable sortable&quot;
|-
! Screening Measure (Primary Reference) !! AUC (sample size) !! DLR+ (score) !! DLR- (score) !! Clinical Generalizability
!Download
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| ||  ||  ||  || 
|
|-
| ||  ||  ||  || 
|
|-
| ||  ||  ||  || 
|
|-
|}

=== Interpreting PTSD screening measure scores ===
* For information on interpreting screening measure scores, click [[Evidence based assessment/Prediction phase#Interpreting screening measure scores|here.]]
* Also see the page on [https://en.wikipedia.org/wiki/Likelihood_ratios_in_diagnostic_testing likelihood ratios in diagnostic testing] for more information

==[[Evidence based assessment/Prescription phase|'''Prescription phase''']]==
===Gold standard diagnostic interviews===
* For a list of broad reaching diagnostic interviews sortable by disorder with PDFs (if applicable), [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prescription_phase&amp;wteswitched=1#Common_Diagnostic_Interviews click here.]

===Recommended diagnostic interviews for PTSD===
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
! colspan=&quot;10&quot; |Diagnostic instruments for PTSD
|-
! Measure
! Format (Reporter)
! Age Range
! Administration/
Completion Time
! Interrater Reliability
! Test-Retest Reliability
! Construct Validity
! Content Validity
! Highly Recommended
!Free and Accessible Measures
|-
| Children’s PTSD Inventory (CPTSD-I)
| Diagnostic Interview
| 6-18 years
| 50 items
| G
| 
| G
| 
| 
|
|-
| 
| 
| 
| 
| 
| 
| 
| 
| 
|

|-
| 
|
|
|
| 
| 
| 
| 
| 
|
|-
| 
|
| 
| 
| 
| 
| 
| 
| 
|
|}
'''Note:''' '''L''' = Less than adequate; '''A''' = Adequate; '''G''' = Good; '''E''' = Excellent; '''U''' = Unavailable; '''NA''' = Not applicable

===Severity interviews for PTSD===
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
|-
! Measure
! Format (Reporter)
! Age Range
! Administration/
Completion Time
! Interrater Reliability
! Test-Retest Reliability
! Construct Validity
! Content Validity
! Highly Recommended
!Free and Accessible Measures
|-
| [https://www.kennedykrieger.org/sites/default/files/library/documents/faculty/ksads-dsm-5-screener.pdf Schedule for Affective Disorders and Schizophrenia for School Age Children (K-SADS)]
| Diagnostic Interview
| 6-18 years
| 18 PTSD items
| G
| 
| G
| 
| 
|
|-
| Anxiety Disorders Interview Schedule, Child Version (ADIS-C)
| Diagnostic Interview
| 7-17 years
| 26 PTSD items
| G
| 
| G
| 
| 
|

|-
| Children’s Interview for Psychiatric Symptoms (ChIPS)
|Diagnostic Interview
|6 – 18 years
|31 PTSD items
| G
| 
| G
| 
| 
|
|-
| Diagnostic Infant and Preschool Assessment (DIPA)
|Diagnostic Interview
| Age 6 and younger
| 46 PTSD items
| G
| 
| G
| 
| 
|
|}
'''Note:''' '''L''' = Less than adequate; '''A''' = Adequate; '''G''' = Good; '''E''' = Excellent; '''U''' = Unavailable; '''NA''' = Not applicable
==[[Evidence based assessment/Process phase|'''Process phase''']]==
The following section contains a brief overview of treatment options for PTSD and list of process and outcome measures for PTSD. The section includes benchmarks based on published norms for several outcome and severity measures, as well as information about commonly used process measures. Process and outcome measures are used as part of the [[Evidence based assessment/Process phase|process phase]] of assessment. For more information of differences between process and outcome measures, see the page on the [[Evidence based assessment/Process phase|process phase of assessment]].

=== Process measures ===

* Information coming soon

=== Outcome and severity measures ===
This table includes clinically significant benchmarks for PTSD specific outcome measures

* Information on how to interpret this table can be [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Process_phase found here].
* Additionally, these [[Evidence based assessment/Vignettes|vignettes]] might be helpful resources for understanding appropriate adaptation of outcome measures in practice.
* ''&lt;u&gt;For clinically significant change benchmarks for the CBCL, YSR, and TRF total, externalizing, internalizing, and attention benchmarks,&lt;/u&gt;'' [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Process_phase&amp;wteswitched=1#Clinically_significant_change_benchmarks_for_widely-used_outcome_measures see here.]

{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
| colspan=&quot;7&quot; |'''Clinically significant change benchmarks with common instruments for PTSD'''
|-
| colspan=&quot;7&quot; style=&quot;font-size:110%; text-align:center;&quot; span |&lt;b&gt; Benchmarks Based on Published Norms&lt;/b&gt;
|-
| rowspan=&quot;2&quot; style=&quot;text-align:center;font-size:130%;&quot; |&lt;b&gt; Measure&lt;/b&gt;
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:130%&quot; width=&quot;300&quot; |&lt;b&gt; Cut-off scores&lt;/b&gt;
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:120%&quot; |&lt;b&gt; Critical Change &lt;br&gt; (unstandardized scores)&lt;/b&gt;
|-
| style=&quot;text-align:center;font-size:110%&quot; |&lt;b&gt; A&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; |&lt;b&gt; B&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; |&lt;b&gt; C&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; |&lt;b&gt; 95%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; |&lt;b&gt; 90%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; |&lt;b&gt; SE&lt;sub&gt;difference&lt;/sub&gt;&lt;/b&gt;
|-
| rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | Primary Care PTSD Screen
| style=&quot;text-align:center;&quot; | 1.0
| style=&quot;text-align:center;&quot; | 3.1
| style=&quot;text-align:center;&quot; | 2.0
| style=&quot;text-align:center;&quot; | 1.0
| style=&quot;text-align:center;&quot; | .8
| style=&quot;text-align:center;&quot; | .5
|-
| rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | PTSD Checklist Scores 
| style=&quot;text-align:center;&quot; | 28.8
| style=&quot;text-align:center;&quot; | 40.8
| style=&quot;text-align:center;&quot; | 34.9
| style=&quot;text-align:center;&quot; | 4.6
| style=&quot;text-align:center;&quot; | 3.8
| style=&quot;text-align:center;&quot; | 2.3
|-
| rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | Clinician Administered PTSD Scale
| style=&quot;text-align:center;&quot; | 28.8
| style=&quot;text-align:center;&quot; | 40.8
| style=&quot;text-align:center;&quot; | 34.9
| style=&quot;text-align:center;&quot; | 8.3
| style=&quot;text-align:center;&quot; | 7.0
| style=&quot;text-align:center;&quot; | 4.2
|}
=== Treatment ===
* Please refer to the Wikipedia page on [[wikipedia:Posttraumatic_stress_disorder|PTSD]] for more information on available treatment for PTSD or go to the [http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/post-traumatic-stress-disorder/ Effective Child Therapy] page for for a curated resource on effective treatments for PTSD.

{{collapse top| Click here for more information}}
'''&lt;big&gt;Behavioral interventions&lt;/big&gt;'''

Recommended (have ''significant benefit'') &lt;ref name=&quot;:0&quot;&gt;Department of Veterans Affairs and Department of Defense. . (2010). VA/DoD clinical practice guidelines: management of post-traumatic stress. Washington, D.C.: Veterans Health Administration, Department of Defense.&lt;/ref&gt;:

# Brief Cognitive Behavioral Therapy (CBT; 4-5 sessions)
#* This includes stress inoculation training, trauma-focused therapy including components of cognitive restructuring, Cognitive Processing Therapy (CPT), imaginal, virtual, and in-vivo exposure as in Prolonged Exposure psychotherapy (PE)&lt;sup&gt;2&lt;/sup&gt;
#* Patient education is recommended as part of psychotherapy for patients and family members
# EMDR may help both acute and chronic PTSD, especially individuals who have trouble with prolonged exposure or have trouble verbalizing their trauma.&lt;ref name=&quot;:1&quot;&gt;Ursano, R. J., Bell, C., Eth, S., Friedman, M., Norwood, A., Pfefferbaum, B., . . . McIntyre, J. S. (2004). ''Practice guideline for the treatment of patients with acute stress disorder and posttraumatic stress disorder'': American Psychiatric Publ
&lt;/ref&gt; 
## Long term gains require further study.

Treatments with weaker evidence (have ''some benefit'') &lt;ref name=&quot;:0&quot; /&gt;:

# Patient education,
# Imagery rehearsal therapy,
# Psychodynamic therapy,
# Hypnosis,
# Relaxation techniques,  
# and Group therapy.

Treatment with ''unknown benefit'' &lt;ref name=&quot;:0&quot; /&gt;: 

# Web-based CBT,
# Acceptance and commitment therapy,
# and Dialectical Behavioral Therapy. 

&lt;big&gt;'''Medication'''&lt;/big&gt;

*SSRIs are more effective than placebo in treating PTSD.&lt;ref name=&quot;:1&quot; /&gt;
*There is no evidence to support a medication to prevent the development of PTSD.&lt;ref name=&quot;:0&quot; /&gt;
**Imipramine, propranolol, prazosin, other antidepressants, anticonvulsants, and atypical antipsychotics have ''unknown benefit.''
**Strongly recommend against the use of benzodiazepines&lt;sup&gt;2&lt;/sup&gt; and typical antipsychotics since they have ''no benefit and potential harm.''

{{collapse bottom}}

== '''External resources''' ==

=== For professionals ===
* [http://www.som.uq.edu.au/ptsd Post Traumatic Stress Disorder Information Resource] from [http://www.uq.edu.au/ The University of Queensland School of Medicine]
* [http://www.apa.org/ptsd-guideline/ APA practice parameters for assessment and treatment for PTSD (Updated 2017)]
* [http://www.ptsd.va.gov/professional/index.asp Resources for professionals] from [http://www.ptsd.va.gov/index.asp VA National PTSD Center]
* [https://www.integration.samhsa.gov/clinical-practice/trauma-informed SAMHSA's Trauma-Informed Care Resources and Training]
* [https://www.integration.samhsa.gov/clinical-practice/trauma-informed SAMHSA's Resources on Intimate Partner Violence (IPV) for Clinicians, Patients, Families, and Organizations]

=== For caregivers ===
* [http://www.nctsn.org/sites/default/files/assets/pdfs/tips_for_parents_media_final.pdf Tips for parents on shooting media coverage]
* [http://www.nctsn.org/sites/default/files/assets/pdfs/parents_guidelines_for_helping_teens_after_the_recent_attacks.pdf Parent guidelines to helping youths after a shooting]
* [http://www.nctsn.org/sites/default/files/assets/pdfs/helping_teens_with_traumatic_grief_caregivers_final.pdf Caregiver tips for helping teens with traumatic grief]
* [http://www.nctsn.org/sites/default/files/assets/pdfs/10things_schoolage_ctg.pdf Caregiver tips for helping school-age children with traumatic grief]
*[http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/post-traumatic-stress-disorder/ EffectiveChildTherapy.Org information on PTSD]
*[https://sccap53.org Society of Clinical Child and Adolescent Psychology]

=== For educators ===
* [http://www.nctsn.org/sites/default/files/assets/pdfs/pfa_for_schools_appendix_a_teachers.pdf Teacher tips for providing psychological first aid]
* [http://www.nctsn.org/sites/default/files/assets/pdfs/helping_youth_after_community_violence_educators.pdf Educator tips for helping youths after a community trauma]

=== For public ===
* [https://complicatedgrief.columbia.edu/for-the-public/resources/ Resources for grief and loss]
* [http://www.nctsn.org/sites/default/files/assets/pdfs/psychological_information_sheet_two_pager.pdf Psychological impacts of recent shootings]
* [http://www.nctsn.org/sites/default/files/assets/pdfs/youth_journalists.pdf Tips to talking to youths about a shooting]
* [http://www.nctsn.org/sites/default/files/assets/pdfs/talking_to_children_about_the_shooting.pdf Tips to talking to children about a shooting]
* [http://www.nctsn.org/sites/default/files/assets/pdfs/helping_young_children_heal_crisis.pdf Helping young children heal after a crisis]
* [http://www.nctsn.org/content/psychological-first-aid-schoolspfa Psychological first aid for schools]
* [http://www.nctsn.org/content/psychological-first-aid Resources and manuals on psychological first aid]
* [http://www.ptsd.va.gov/public/index.asp Resources for the public] from [http://www.ptsd.va.gov/index.asp VA National PTSD Center]
* [https://curlie.org/Health/Mental_Health/Disorders/Anxiety/Post-traumatic_Stress Posttraumatic stress disorder] at Curlie (based on DMOZ)

=='''References'''==
{{collapse top|Click here for references}}
{{Reflist|30em}}

[[Category:Psychological disorder portfolios|{{SUBPAGENAME}}]]
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      <comment>/* What is a &quot;portfolio&quot;? */ Added link to condensed version of this page</comment>
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{{medical disclaimer}}
{{:{{BASEPAGENAME}}/Sidebar}}

==[[Evidence based assessment/Portfolio template/What is a &quot;portfolio&quot;|'''What is a &quot;portfolio&quot;?''']]==
* For background information on what assessment portfolios are, click the link in the heading above.
* Does this page feel like too much information? Click [[Evidence-based assessment/Posttraumatic stress disorder (disorder portfolio)|here]] for the condensed version.

== [[Evidence based assessment/Preparation phase|'''Preparation phase''']] ==
=== Diagnostic criteria for post traumatic stress disorder ===

===='''ICD-11 Diagnostic Criteria'''====
{{blockquotetop}}
===='''ICD-11 Criteria'''====
*Post-traumatic stress disorder (PTSD) is a syndrome that develops following exposure to an extremely threatening or horrific event or series of events that is characterized by all of the following: 
**1) re-experiencing the traumatic event or events in the present in the form of vivid intrusive memories, flashbacks, or nightmares, which are typically accompanied by strong and overwhelming emotions such as fear or horror and strong physical sensations, or feelings of being overwhelmed or immersed in the same intense emotions that were experienced during the traumatic event; 
**2) avoidance of thoughts and memories of the event or events, or avoidance of activities, situations, or people reminiscent of the event or events
**3) persistent perceptions of heightened current threat, for example as indicated by hypervigilance or an enhanced startle reaction to stimuli such as unexpected noises. 
*The symptoms must persist for at least several weeks and cause significant impairment in personal, family, social, educational, occupational or other important areas of functioning. 

Additionally, ICD 11 includes a category called &quot;Complex post-traumatic stress disorder,&quot; which is described as:
*A disorder that may develop following exposure to an event or series of events of an extremely threatening or horrific nature, most commonly prolonged or repetitive events from which escape is difficult or impossible (e.g., torture, slavery, genocide campaigns, prolonged domestic violence, repeated childhood sexual or physical abuse). 
*The disorder is characterized by the core symptoms of PTSD; that is, all diagnostic requirements for PTSD have been met at some point during the course of the disorder. 
*In addition, Complex PTSD is characterized by:
**1) severe and pervasive problems in affect regulation; 
**2) persistent beliefs about oneself as diminished, defeated or worthless, accompanied by deep and pervasive feelings of shame, guilt or failure related to the traumatic event
**3) persistent difficulties in sustaining relationships and in feeling close to others. The disturbance causes significant impairment in personal, family, social, educational, occupational or other important areas of functioning.
{{blockquotebottom}}

===='''Changes in DSM-5'''====
* The diagnostic criteria for post-traumatic stress disorder changed slightly from [[DSM-IV]] to [[w:Diagnostic_and_Statistical_Manual_of_Mental_Disorders#DSM-IV-TR_.282000.29|DSM-5]]. Summaries are available [http://www.dsm5.org/Documents/changes%20from%20dsm-iv-tr%20to%20dsm-5.pdf here] and [[w:DSM-5|here]].


=== Developmental sensitivities ===
{{collapse top| Click for more information}}
*Diagnostic thresholds have been lowered for children and adolescents to account for development.
*Separate and additional criteria have been added for children age 6 or younger.
*Child sexual abuse has been found to have a substantial effect on the development of PTSD.&lt;ref&gt;{{cite journal|last1=Paolucci|first1=Elizabeth ODDONE|last2=Genuis|first2=Mark L.|last3=Violato|first3=Claudio|title=A Meta-Analysis of the Published Research on the Effects of Child Sexual Abuse|journal=The Journal of Psychology|date=January 2001|volume=135|issue=1|pages=17–36|doi=10.1080/00223980109603677}}&lt;/ref&gt;
*Children with higher exposure to trauma, less social support, and other major life events are more likely to have continued PTSD symptoms 7 months after a trauma.&lt;ref name=&quot;:2&quot;&gt;{{cite journal |last1=La Greca|first1=A|last2=Silverman|first2=WK|last3=Vernberg|first3=EM|last4=Prinstein|first4=MJ|title=Symptoms of posttraumatic stress in children after Hurricane Andrew: a prospective study.|journal=Journal of consulting and clinical psychology|date=August 1996|volume=64|issue=4|pages=712-23|pmid=8803361}}&lt;/ref&gt; 10 months after a trauma, however, only experience of a major life event remained predictive of continuing PTSD symptoms.&lt;ref name=&quot;:2&quot; /&gt; 
*Lack of social support, specifically lack of support by a teacher, was predictive of higher PTSD symptoms among children who had gone through an environmental trauma.&lt;ref name=&quot;:2&quot; /&gt;  
*Children who reported using blame and anger as strategies for coping had higher levels of PTSD symptoms 10 months after a trauma.&lt;ref name=&quot;:2&quot; /&gt;  
*Negative affect in children before a traumatic event was predictive of development of PTSD symptoms after a traumatic event.&lt;ref&gt;{{cite journal|last1=Weems|first1=CF|last2=Pina|first2=AA|last3=Costa|first3=NM|last4=Watts|first4=SE|last5=Taylor|first5=LK|last6=Cannon|first6=MF|title=Predisaster trait anxiety and negative affect predict posttraumatic stress in youths after hurricane Katrina.|journal=Journal of consulting and clinical psychology|date=February 2007|volume=75|issue=1|pages=154-9|doi=10.1037/0022-006X.75.1.154|pmid=17295574}}&lt;/ref&gt;  

[[wikipedia:Posttraumatic_stress_disorder|Posttraumatic stress disorder]] is now more sensitive to development in that diagnostic thresholds have been lowered for children and adolescents. Furthermore, separate and additional criteria have been added for children age 6 years of age or younger.
{{collapse bottom}}

=== Base rates of PTSD in different clinical settings and populations ===
This section describes the demographic settings of the populations sampled, base rates of PTSD diagnoses, country/region sampled, and the diagnostic methods that were used. Using this information, clinicians will be able to anchor the most appropriate rate of PTSD that they are likely to see in their clinical practice.
* '''''To see prevalence rates across multiple disorders,''''' [[Evidence based assessment/Preparation phase#Base rates for transdiagnostic comparison|'''''click here.''''']] 

{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
|-
! Setting
! Base Rate
! Demography
! Diagnostic Method
!Best Recommended For
|-

| Non-clinical: Population based&lt;ref&gt;{{Cite journal|last=Kessler|first=Ronald C.|last2=Berglund|first2=Patricia|last3=Demler|first3=Olga|last4=Jin|first4=Robert|last5=Merikangas|first5=Kathleen R.|last6=Walters|first6=Ellen E.|date=2005-06-01|title=Lifetime Prevalence and Age-of-Onset Distributions of DSM-IV Disorders in the National Comorbidity Survey Replication|url=http://archpsyc.jamanetwork.com/article.aspx?doi=10.1001/archpsyc.62.6.593|journal=Archives of General Psychiatry|language=en|volume=62|issue=6|doi=10.1001/archpsyc.62.6.593|issn=0003-990X}}&lt;/ref&gt;
| 6.8%
| United States, nationally representative, age 18 and older
| National Comorbidity Survey - Replication
|
|-

| Non-clinical: Population based&lt;ref&gt;{{Cite journal|last=de Vries|first=Giel-Jan|last2=Olff|first2=Miranda|date=2009-08-01|title=The lifetime prevalence of traumatic events and posttraumatic stress disorder in the Netherlands|url=http://onlinelibrary.wiley.com/doi/10.1002/jts.20429/abstract|journal=Journal of Traumatic Stress|language=en|volume=22|issue=4|pages=259–267|doi=10.1002/jts.20429|issn=1573-6598}}&lt;/ref&gt;
| 7.4%
| Netherlands, nationally representative, age 18-80
| Composite International Diagnostic Interview (CIDI)
|
|-

| Non-clinical: Population based&lt;ref&gt;{{Cite journal|last=Pietrzak|first=Robert H.|last2=Goldstein|first2=Risë B.|last3=Southwick|first3=Steven M.|last4=Grant|first4=Bridget F.|title=Prevalence and Axis I comorbidity of full and partial posttraumatic stress disorder in the United States: Results from Wave 2 of the National Epidemiologic Survey on Alcohol and Related Conditions|url=http://linkinghub.elsevier.com/retrieve/pii/S0887618510002288|journal=Journal of Anxiety Disorders|volume=25|issue=3|pages=456–465|doi=10.1016/j.janxdis.2010.11.010}}&lt;/ref&gt;
| 6.4%
| United States, nationally representative, age 18 and older
| Wave 2 National Epidemiologic Survey on Alcohol and Related Conditions
|
|-

| Non-clinical: Population based&lt;ref&gt;{{Cite journal|last=Bunting|first=Brendan P.|last2=Ferry|first2=Finola R.|last3=Murphy|first3=Samuel D.|last4=O'Neill|first4=Siobhan M.|last5=Bolton|first5=David|date=2013-02-01|title=Trauma Associated With Civil Conflict and Posttraumatic Stress Disorder: Evidence From the Northern Ireland Study of Health and Stress|url=http://onlinelibrary.wiley.com/doi/10.1002/jts.21766/abstract|journal=Journal of Traumatic Stress|language=en|volume=26|issue=1|pages=134–141|doi=10.1002/jts.21766|issn=1573-6598}}&lt;/ref&gt;
| 8.8%
| Northern Ireland, representative sample, age 18 and older
| Northern Ireland Study of Health and Stress
|
|-

| Non-clinical: Population based&lt;ref&gt;{{Cite journal|last=Atwoli|first=Lukoye|last2=Stein|first2=Dan J.|last3=Williams|first3=David R.|last4=Mclaughlin|first4=Katie A.|last5=Petukhova|first5=Maria|last6=Kessler|first6=Ronald C.|last7=Koenen|first7=Karestan C.|date=2013-07-03|title=Trauma and posttraumatic stress disorder in South Africa: analysis from the South African Stress and Health Study|url=https://doi.org/10.1186/1471-244X-13-182|journal=BMC Psychiatry|volume=13|pages=182|doi=10.1186/1471-244x-13-182|issn=1471-244X}}&lt;/ref&gt;
| 2.3%
| South Africa, nationally representative sample, age 18 and older
| South African Stress and Health Study, using the Composite International Diagnostic Interview (CIDI)
|
|-

| U.S. Service Members&lt;ref&gt;{{Cite journal|last=Hoge|first=Charles W.|last2=Castro|first2=Carl A.|last3=Messer|first3=Stephen C.|last4=McGurk|first4=Dennis|last5=Cotting|first5=Dave I.|last6=Koffman|first6=Robert L.|date=2004-07-01|title=Combat Duty in Iraq and Afghanistan, Mental Health Problems, and Barriers to Care|url=http://dx.doi.org/10.1056/NEJMoa040603|journal=New England Journal of Medicine|volume=351|issue=1|pages=13–22|doi=10.1056/nejmoa040603|issn=0028-4793|pmid=15229303}}&lt;/ref&gt;
|11.5% - 19.5% ♦
| U.S. Army and Marine Soldiers Deployed to Iraq and Afghanistan
| PTSD Checklist
|
|-
|Non-clinical: Population based&lt;ref&gt;{{Cite journal|last=Merikangas|first=Kathleen Ries|last2=He|first2=Jian-ping|last3=Burstein|first3=Marcy|last4=Swanson|first4=Sonja A.|last5=Avenevoli|first5=Shelli|last6=Cui|first6=Lihong|last7=Benjet|first7=Corina|last8=Georgiades|first8=Katholiki|last9=Swendsen|first9=Joel|title=Lifetime Prevalence of Mental Disorders in U.S. Adolescents: Results from the National Comorbidity Survey Replication–Adolescent Supplement (NCS-A)|url=https://doi.org/10.1016/j.jaac.2010.05.017|journal=Journal of the American Academy of Child &amp; Adolescent Psychiatry|volume=49|issue=10|pages=980–989|doi=10.1016/j.jaac.2010.05.017}}&lt;/ref&gt;
|5.0%
|United States, nationally representative, ages 13-18
|National Comorbidity Survey Replication—Adolescent Supplement (NCS-A)
|
|}
♦ '''Note''': These rates were using broad PTSD Checklist scoring criteria of being scored positive if subjects reported at least one intrusion symptom, three avoidance symptoms, and two hyperarousal symptom that were categorized as at the moderate level. The 11.5% is for soldiers returning from deployment in Iraq, 19.5% is for soldiers returning from Afghanistan. Another common practice is to use a strict cutoff of 50 on the PCL, above which someone screens positive for PTSD. With this cutoff, rates are 6.2% and 12.9% for Service Members returned from Afghanistan and Iraqi, respectively.

==[[Evidence based assessment/Prediction phase|'''Prediction phase''']]==

=== Psychometric properties of screening for PTSD ===
The following section contains a list of screening and diagnostic instruments for PTSD. The section includes administration information, psychometric data, and PDFs or links to the screenings. 
* Screenings are used as part of the [[Evidence based assessment/Prediction phase|prediction phase]] of assessment; for more information on interpretation of this data, or how screenings fit in to the assessment process, click [[Evidence based assessment/Prediction phase|here.]]

* '''''For a list of more broadly reaching screening instruments, [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prediction_phase&amp;wteswitched=1#Psychometric_properties_of_common_screening_instruments click here.]'''''
{| class=&quot;wikitable sortable&quot;
|-
! Measure 
!Format (Reporter)
!Age Range
!Administration/
Completion Time
!Inter-rater reliability
!Test-retest reliability
!Construct validity
!Content validity
!Highly recommended
|-
|[https://www.ptsd.va.gov/professional/assessment/adult-sr/ptsd-checklist.asp PCL (PTSD Checklist for DSM-5)]
|Self-Report 
|adult
|5-10 minutes
|N/A
|G
|E
|G
|X
|-
|[https://www.ptsd.va.gov/professional/assessment/adult-int/caps.asp CAPS (Clinician Administered PTSD Scale)]
|Clinician Administered Interview 
|adult and child versions available 
|40-60 minutes 
|E
|E
|E
|E
|X
|-
|[https://www.appi.org/products/structured-clinical-interview-for-dsm-5-scid-5 SCID-IV (Structured Clinical Interview for DSM-IV)]
|Clinician Administered Interview
|adult
|1-2 hours 
|A
|A
|G
|G
|X
|-
|[https://div12.org/wp-content/uploads/2014/11/PSSI-5-Manual.pdf PSS-I (PTSD Symptom Scale Interview)]
|Clinician Administered Interview
|adult 
|20 minutes 
|E
|G
|G
|G
|
|-
|[https://psychiatry.duke.edu/sites/default/files/field/image/sip_scale.pdf SI-PTSD (Structured Interview for PTSD)]
|Clinician Administered Interview
|adult 
|20-30 minutes 
|E
|A
|G
|G
|
|-
|[https://global.oup.com/academic/product/anxiety-and-related-disorders-interview-schedule-for-dsm-5-adis-5---adult-version-9780199325160?cc=us&amp;lang=en&amp; ADIS (Anxiety Disorder Interview Schedule)] 
|Clinician Administered Interview
|adult
|2-4 hours
|G
|A
|G
|G
|
|-
|[https://www.reactionindex.com/index.php/ UCLA PTSD Reaction Index for DSM-5]
|Clinician Administered
|child, school age, adolescents
|
|G
|
|G
|G
|Yes
|-
|[https://www.aacap.org/App_Themes/AACAP/docs/resource_centers/resources/misc/child_ptsd_symptom_scale.pdf CPSS (Children's PTSD Symptom Scale)]
|Self-Report
|child
|10-20 minutes
|
|
|
|
|XX (new rec)
|-
|[https://consultgeri.org/try-this/general-assessment/issue-19.pdf IES-R (Impact of Event Scale-Revised)]
|Self-Report 
|adult
|10-15 minutes 
|N/A
|A
|G
|G
|
|-
|[https://www.ptsd.va.gov/professional/assessment/adult-sr/mississippi-scale-m-ptsd.asp M-PTSD (Mississippi Scale for Combat Related PTSD)]
|Self-Report
|adult, specific versions for veterans and civilians
|10-15 minutes
|N/A
|G
|E
|E
|
|-
|[https://www.pearsonclinical.com/psychology/products/100000461/minnesota-multiphasic-personality-inventory-2-mmpi-2.html PK Scale (Keane PTSD Scale of the MMPI-2)]
|Self-report
|adult
|60-90 minutes (entire MMPI-2) 
|N/A
|G
|E
|G
|
|-
|[https://adaa.org/sites/default/files/Yusko%20_210.pdf PDS (Post-traumatic Diagnosis Scale)]
|Self-Report
|adult
|10-20 minutes
|N/A
|G
|E
|G
|X
|-
|[http://www.oregon.gov/oha/HSD/AMH/Trauma%20Policy/lsac-adult-form.pdf LASC (Los Angeles Symptoms Checklist)] 
|Self-Report 
|adult
|5-10 minutes
|N/A
|G
|G
|G
|
|-
|[https://pathwaysu.com/pluginfile.php/12797/mod_resource/content/1/UCLA%20PTSD%20RI%20-%20DSM-5%20%28Final%29.pdf Child’s Reaction to Traumatic Events Scale-Revised]
|Self-Report
|7-16
|5-10 Minutes
|
|
|G
|G
|
|-
|[http://www.som.uq.edu.au/childtrauma/ctsq.aspx Child Trauma Screening Questionnaire (CTSQ)]
|Self-Report
|child
|5-10 minutes
|
|
|G
|G
|
|-
|[https://www.corc.uk.net/media/1268/cries_selfreported.pdf Children’s Revised Impact of Events Scale (CRIES-8)]
|Self-Report
|8+ (must be able to read)
|5-10 minutes
|
|
|
|
|
|-
|[https://www.parinc.com/Products/Pkey/461 Trauma Symptoms Checklist for Young Children (TSCYC)]
|Parent Report on Child
|3-12 years old
|15-20 minutes
|For validities, norms vary based on gender and age group, since each has different scales.
|
|
|
|
|-
|[https://medicine.tulane.edu/infant-institute Young Child PTSD Checklist (YCPC)]
|Parent Report
|child
|13 items
|G
|
|G
|G
|Yes
|-
|[https://www.apa.org/depression-guideline/child-behavior-checklist.pdf Child Behavior Checklist-Posttraumatic Stress Disorder Scale (CBCL-PTSD)]
|Parent Report
|6-18 years old
|10-15 minutes
|
|
|G
|
|
|-
|[https://static1.squarespace.com/static/56983ac169492ecf0c7dc1c7/t/5ba262de575d1f6ea0cf4298/1537368799744/International+Trauma+Questionnaire.pdf International Trauma Questionnaire (ITQ) – Youth Version]
|Self-Report
|child
|10 minutes
|
|
|
|
|
|}

'''Note:''' '''L''' = Less than adequate; '''A''' = Adequate; '''G''' = Good; '''E''' = Excellent; '''U''' = Unavailable; '''NA''' = Not applicable

=== Likelihood ratios and AUCs of screening measures for PTSD ===

* '''''For a list of the likelihood ratios for more broadly reaching screening instruments, [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prediction_phase&amp;wteswitched=1#Likelihood_ratios_and_AUCs_of_common_screening_instruments click here.]''''' 

{| class=&quot;wikitable sortable&quot;
|-
! Screening Measure (Primary Reference) !! AUC (sample size) !! DLR+ (score) !! DLR- (score) !! Clinical Generalizability
!Download
|-            
| ||  ||  ||  || 
|
|-
| ||  ||  ||  || 
|
|- 
| ||  ||  ||  || 
|
|-
| ||  ||  ||  || 
|
|-
| ||  ||  ||  || 
|
|- 
| ||  ||  ||  || 
|
|-
| ||  ||  ||  || 
|
|-
| ||  ||  ||  || 
|
|-
| ||  ||  ||  || 
|
|-
| ||  ||  ||  || 
|
|-
| ||  ||  ||  || 
|
|-
|}

=== Interpreting PTSD screening measure scores ===
* For information on interpreting screening measure scores, click [[Evidence based assessment/Prediction phase#Interpreting screening measure scores|here.]]
* Also see the page on [https://en.wikipedia.org/wiki/Likelihood_ratios_in_diagnostic_testing likelihood ratios in diagnostic testing] for more information

==[[Evidence based assessment/Prescription phase|'''Prescription phase''']]==
===Gold standard diagnostic interviews===
* For a list of broad reaching diagnostic interviews sortable by disorder with PDFs (if applicable), [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Prescription_phase&amp;wteswitched=1#Common_Diagnostic_Interviews click here.]

===Recommended diagnostic interviews for PTSD===
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
! colspan=&quot;10&quot; |Diagnostic instruments for PTSD
|-
! Measure
! Format (Reporter)
! Age Range
! Administration/
Completion Time
! Interrater Reliability
! Test-Retest Reliability
! Construct Validity
! Content Validity
! Highly Recommended
!Free and Accessible Measures
|-
| Children’s PTSD Inventory (CPTSD-I)
| Diagnostic Interview
| 6-18 years
| 50 items
| G
| 
| G
| 
| 
|
|-
| 
| 
| 
| 
| 
| 
| 
| 
| 
|

|-
| 
|
|
|
| 
| 
| 
| 
| 
|
|-
| 
|
| 
| 
| 
| 
| 
| 
| 
|
|}
'''Note:''' '''L''' = Less than adequate; '''A''' = Adequate; '''G''' = Good; '''E''' = Excellent; '''U''' = Unavailable; '''NA''' = Not applicable

===Severity interviews for PTSD===
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
|-
! Measure
! Format (Reporter)
! Age Range
! Administration/
Completion Time
! Interrater Reliability
! Test-Retest Reliability
! Construct Validity
! Content Validity
! Highly Recommended
!Free and Accessible Measures
|-
| [https://www.kennedykrieger.org/sites/default/files/library/documents/faculty/ksads-dsm-5-screener.pdf Schedule for Affective Disorders and Schizophrenia for School Age Children (K-SADS)]
| Diagnostic Interview
| 6-18 years
| 18 PTSD items
| G
| 
| G
| 
| 
|
|-
| Anxiety Disorders Interview Schedule, Child Version (ADIS-C)
| Diagnostic Interview
| 7-17 years
| 26 PTSD items
| G
| 
| G
| 
| 
|

|-
| Children’s Interview for Psychiatric Symptoms (ChIPS)
|Diagnostic Interview
|6 – 18 years
|31 PTSD items
| G
| 
| G
| 
| 
|
|-
| Diagnostic Infant and Preschool Assessment (DIPA)
|Diagnostic Interview
| Age 6 and younger
| 46 PTSD items
| G
| 
| G
| 
| 
|
|}
'''Note:''' '''L''' = Less than adequate; '''A''' = Adequate; '''G''' = Good; '''E''' = Excellent; '''U''' = Unavailable; '''NA''' = Not applicable
==[[Evidence based assessment/Process phase|'''Process phase''']]==
The following section contains a brief overview of treatment options for PTSD and list of process and outcome measures for PTSD. The section includes benchmarks based on published norms for several outcome and severity measures, as well as information about commonly used process measures. Process and outcome measures are used as part of the [[Evidence based assessment/Process phase|process phase]] of assessment. For more information of differences between process and outcome measures, see the page on the [[Evidence based assessment/Process phase|process phase of assessment]].

=== Process measures ===

* Information coming soon

=== Outcome and severity measures ===
This table includes clinically significant benchmarks for PTSD specific outcome measures

* Information on how to interpret this table can be [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Process_phase found here].
* Additionally, these [[Evidence based assessment/Vignettes|vignettes]] might be helpful resources for understanding appropriate adaptation of outcome measures in practice.
* ''&lt;u&gt;For clinically significant change benchmarks for the CBCL, YSR, and TRF total, externalizing, internalizing, and attention benchmarks,&lt;/u&gt;'' [https://en.wikiversity.org/w/index.php?title=Evidence_based_assessment/Process_phase&amp;wteswitched=1#Clinically_significant_change_benchmarks_for_widely-used_outcome_measures see here.]

{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
| colspan=&quot;7&quot; |'''Clinically significant change benchmarks with common instruments for PTSD'''
|-
| colspan=&quot;7&quot; style=&quot;font-size:110%; text-align:center;&quot; span |&lt;b&gt; Benchmarks Based on Published Norms&lt;/b&gt;
|-
| rowspan=&quot;2&quot; style=&quot;text-align:center;font-size:130%;&quot; |&lt;b&gt; Measure&lt;/b&gt;
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:130%&quot; width=&quot;300&quot; |&lt;b&gt; Cut-off scores&lt;/b&gt;
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:120%&quot; |&lt;b&gt; Critical Change &lt;br&gt; (unstandardized scores)&lt;/b&gt;
|-
| style=&quot;text-align:center;font-size:110%&quot; |&lt;b&gt; A&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; |&lt;b&gt; B&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; |&lt;b&gt; C&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; |&lt;b&gt; 95%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; |&lt;b&gt; 90%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; |&lt;b&gt; SE&lt;sub&gt;difference&lt;/sub&gt;&lt;/b&gt;
|-
| rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | Primary Care PTSD Screen
| style=&quot;text-align:center;&quot; | 1.0
| style=&quot;text-align:center;&quot; | 3.1
| style=&quot;text-align:center;&quot; | 2.0
| style=&quot;text-align:center;&quot; | 1.0
| style=&quot;text-align:center;&quot; | .8
| style=&quot;text-align:center;&quot; | .5
|-
| rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | PTSD Checklist Scores 
| style=&quot;text-align:center;&quot; | 28.8
| style=&quot;text-align:center;&quot; | 40.8
| style=&quot;text-align:center;&quot; | 34.9
| style=&quot;text-align:center;&quot; | 4.6
| style=&quot;text-align:center;&quot; | 3.8
| style=&quot;text-align:center;&quot; | 2.3
|-
| rowspan=&quot;1&quot; style=&quot;text-align:center;&quot; | Clinician Administered PTSD Scale
| style=&quot;text-align:center;&quot; | 28.8
| style=&quot;text-align:center;&quot; | 40.8
| style=&quot;text-align:center;&quot; | 34.9
| style=&quot;text-align:center;&quot; | 8.3
| style=&quot;text-align:center;&quot; | 7.0
| style=&quot;text-align:center;&quot; | 4.2
|}
=== Treatment ===
* Please refer to the Wikipedia page on [[wikipedia:Posttraumatic_stress_disorder|PTSD]] for more information on available treatment for PTSD or go to the [http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/post-traumatic-stress-disorder/ Effective Child Therapy] page for for a curated resource on effective treatments for PTSD.

{{collapse top| Click here for more information}}
'''&lt;big&gt;Behavioral interventions&lt;/big&gt;'''

Recommended (have ''significant benefit'') &lt;ref name=&quot;:0&quot;&gt;Department of Veterans Affairs and Department of Defense. . (2010). VA/DoD clinical practice guidelines: management of post-traumatic stress. Washington, D.C.: Veterans Health Administration, Department of Defense.&lt;/ref&gt;:

# Brief Cognitive Behavioral Therapy (CBT; 4-5 sessions)
#* This includes stress inoculation training, trauma-focused therapy including components of cognitive restructuring, Cognitive Processing Therapy (CPT), imaginal, virtual, and in-vivo exposure as in Prolonged Exposure psychotherapy (PE)&lt;sup&gt;2&lt;/sup&gt;
#* Patient education is recommended as part of psychotherapy for patients and family members
# EMDR may help both acute and chronic PTSD, especially individuals who have trouble with prolonged exposure or have trouble verbalizing their trauma.&lt;ref name=&quot;:1&quot;&gt;Ursano, R. J., Bell, C., Eth, S., Friedman, M., Norwood, A., Pfefferbaum, B., . . . McIntyre, J. S. (2004). ''Practice guideline for the treatment of patients with acute stress disorder and posttraumatic stress disorder'': American Psychiatric Publ
&lt;/ref&gt; 
## Long term gains require further study.

Treatments with weaker evidence (have ''some benefit'') &lt;ref name=&quot;:0&quot; /&gt;:

# Patient education,
# Imagery rehearsal therapy,
# Psychodynamic therapy,
# Hypnosis,
# Relaxation techniques,  
# and Group therapy.

Treatment with ''unknown benefit'' &lt;ref name=&quot;:0&quot; /&gt;: 

# Web-based CBT,
# Acceptance and commitment therapy,
# and Dialectical Behavioral Therapy. 

&lt;big&gt;'''Medication'''&lt;/big&gt;

*SSRIs are more effective than placebo in treating PTSD.&lt;ref name=&quot;:1&quot; /&gt;
*There is no evidence to support a medication to prevent the development of PTSD.&lt;ref name=&quot;:0&quot; /&gt;
**Imipramine, propranolol, prazosin, other antidepressants, anticonvulsants, and atypical antipsychotics have ''unknown benefit.''
**Strongly recommend against the use of benzodiazepines&lt;sup&gt;2&lt;/sup&gt; and typical antipsychotics since they have ''no benefit and potential harm.''

{{collapse bottom}}

== '''External resources''' ==

=== For professionals ===
* [http://www.som.uq.edu.au/ptsd Post Traumatic Stress Disorder Information Resource] from [http://www.uq.edu.au/ The University of Queensland School of Medicine]
* [http://www.apa.org/ptsd-guideline/ APA practice parameters for assessment and treatment for PTSD (Updated 2017)]
* [http://www.ptsd.va.gov/professional/index.asp Resources for professionals] from [http://www.ptsd.va.gov/index.asp VA National PTSD Center]
* [https://www.integration.samhsa.gov/clinical-practice/trauma-informed SAMHSA's Trauma-Informed Care Resources and Training]
* [https://www.integration.samhsa.gov/clinical-practice/trauma-informed SAMHSA's Resources on Intimate Partner Violence (IPV) for Clinicians, Patients, Families, and Organizations]

=== For caregivers ===
* [http://www.nctsn.org/sites/default/files/assets/pdfs/tips_for_parents_media_final.pdf Tips for parents on shooting media coverage]
* [http://www.nctsn.org/sites/default/files/assets/pdfs/parents_guidelines_for_helping_teens_after_the_recent_attacks.pdf Parent guidelines to helping youths after a shooting]
* [http://www.nctsn.org/sites/default/files/assets/pdfs/helping_teens_with_traumatic_grief_caregivers_final.pdf Caregiver tips for helping teens with traumatic grief]
* [http://www.nctsn.org/sites/default/files/assets/pdfs/10things_schoolage_ctg.pdf Caregiver tips for helping school-age children with traumatic grief]
*[http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/post-traumatic-stress-disorder/ EffectiveChildTherapy.Org information on PTSD]
*[https://sccap53.org Society of Clinical Child and Adolescent Psychology]

=== For educators ===
* [http://www.nctsn.org/sites/default/files/assets/pdfs/pfa_for_schools_appendix_a_teachers.pdf Teacher tips for providing psychological first aid]
* [http://www.nctsn.org/sites/default/files/assets/pdfs/helping_youth_after_community_violence_educators.pdf Educator tips for helping youths after a community trauma]

=== For public ===
* [https://complicatedgrief.columbia.edu/for-the-public/resources/ Resources for grief and loss]
* [http://www.nctsn.org/sites/default/files/assets/pdfs/psychological_information_sheet_two_pager.pdf Psychological impacts of recent shootings]
* [http://www.nctsn.org/sites/default/files/assets/pdfs/youth_journalists.pdf Tips to talking to youths about a shooting]
* [http://www.nctsn.org/sites/default/files/assets/pdfs/talking_to_children_about_the_shooting.pdf Tips to talking to children about a shooting]
* [http://www.nctsn.org/sites/default/files/assets/pdfs/helping_young_children_heal_crisis.pdf Helping young children heal after a crisis]
* [http://www.nctsn.org/content/psychological-first-aid-schoolspfa Psychological first aid for schools]
* [http://www.nctsn.org/content/psychological-first-aid Resources and manuals on psychological first aid]
* [http://www.ptsd.va.gov/public/index.asp Resources for the public] from [http://www.ptsd.va.gov/index.asp VA National PTSD Center]
* [https://curlie.org/Health/Mental_Health/Disorders/Anxiety/Post-traumatic_Stress Posttraumatic stress disorder] at Curlie (based on DMOZ)

=='''References'''==
{{collapse top|Click here for references}}
{{Reflist|30em}}

[[Category:Psychological disorder portfolios|{{SUBPAGENAME}}]]
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[[Category:Psychological disorder portfolios|{{SUBPAGENAME}}]]</text>
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      <comment>began extended version of OCD EBA portfolio</comment>
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{{medical disclaimer}}
{{:{{ROOTPAGENAME}}/Sidebar}}

==[[Evidence based assessment/Portfolio template/What is a &quot;portfolio&quot;|'''What is a &quot;portfolio&quot;?''']]==
For background information on what assessment portfolios are, click the link in the heading above.
Does all of this feel like TMI? Click [[Evidence-based_assessment/Obsessive-compulsive_disorder_(assessment_portfolio)|here]] to go to the condensed version. 

==='''Introduction'''===
'''Obsessive-compulsive and related disorders:'''
The chapter on obsessive-compulsive and related disorders, which is new in DSM-V, reflects the increasing evidence that these disorders are related to one another in terms of a range of diagnostic validators, as well as the clinical utility of grouping these disorders in the same chapter. New disorders include hoarding disorder, excoriation (skin-picking) disorder, substance-/medication-induced obsessive-compulsive and related disorder, and obsessive-compulsive and related disorder due to another medical condition. The DSM-IV diagnosis of ''trichotillomania'' ''(TTM)'' is now termed ''[[wikipedia:Trichotillomania|trichotillomania (hair-pulling disorder)]]'' and has been moved from a DSM-IV ''classification of impulse-control disorders not elsewhere classified'' to ''obsessive-compulsive and related disorders'' in DSM-V.

'''Specifiers for obsessive-compulsive and related disorders:'''
The “with poor insight” specifier for obsessive-compulsive disorder has been refined in DSM-V to allow a distinction between individuals with good or fair insight, poor insight, and “absent insight/delusional” obsessive-compulsive disorder beliefs (i.e., complete conviction that obsessive-compulsive disorder beliefs are true). Analogous “insight” specifiers have been included for body dysmorphic disorder and hoarding disorder. These specifiers are intended to improve differential diagnosis by emphasizing that individuals with these two disorders may present with a range of insight into their disorder-related beliefs, including absent insight/delusional symptoms. This change also emphasizes that the presence of absent insight/delusional beliefs warrants a diagnosis of the relevant obsessive-compulsive or related disorder, rather than a schizophrenia spectrum and other psychotic disorder. The “tic-related” specifier for obsessive-compulsive disorder reflects a growing literature on the diagnostic validity and clinical utility of identifying individuals with a current or past comorbid tic disorder, because this comorbidity may have important clinical implications. 


==[[Evidence based assessment/Preparation phase|'''Preparation phase''']]==
=== Demographics ===
This section describes the demographic setting of the population(s) sampled, base rates of diagnosis, country/region sampled and the diagnostic method that was used. Using this information, clinicians will be able to anchor the rate of OCD that they are likely to see in their clinical practice.
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
|-
! Setting (Reference)
! Base Rate
! Demography
! Diagnostic Method
|-
| National Comorbidity Survey Replication&lt;ref name=&quot;RuscioEtAl2010&quot;/&gt;
|2.3%
|National (U.S.) adult 
sample (n=2073)
|World Health Organization Composite 
International Diagnostic Interview (CIDI 3.0)
|-
|Epidemiological Catchment Area (ECA) Program&lt;ref name=&quot;KarnoEtAl1988&quot;/&gt;
|1.9-3.3%
|U.S. household sample 
(n=18572)
|Diagnostic Interview Schedule (DIS)
|-
|Iranian population-based study&lt;ref name=&quot;MohammadiEtAl2004&quot;/&gt;
|1.8%
|Iranian adults
(n=25180)
|DIS
|-
|African-American and Caribbean Households (U.S.)&lt;ref name=&quot;HimleEtAl2008&quot;/&gt;
|1.6%
|NSAL adult study
(n=5191)
|CIDI Short Form
|-
|Singapore Mental Health Study&lt;ref name=&quot;SubramaniamEtAl2012&quot;/&gt;
|3.0%
|Epidemiological sample 
(n=6616)
|CIDI 3.0
|}

'''Search terms:'''

[obsessive compulsive disorder OR ocd] AND [prevalence OR incidence] in PsycInfo and PubMed

[obsessive compulsive disorder OR ocd] AND [epidemiology] in PsycInfo and PubMed

==[[Evidence based assessment/Prediction phase|'''Prediction phase''']]==

=== Diagnosis ===

{{blockquotetop}}'''ICD-11 Criteria''' &lt;ref&gt;{{Cite web|url=http://apps.who.int/classifications/icd10/browse/2016/en#/F40-F48|title=ICD-10 Version:2016|website=apps.who.int|language=en|accessdate=2018-03-01}}&lt;/ref&gt;
Obsessive-Compulsive Disorder is characterized by the presence of persistent obsessions or compulsions, or most commonly both. Obsessions are repetitive and persistent thoughts, images, or impulses/urges that are intrusive, unwanted, and are commonly associated with anxiety. The individual attempts to ignore or suppress obsessions or to neutralize them by performing compulsions. Compulsions are repetitive behaviors including repetitive mental acts that the individual feels driven to perform in response to an obsession, according to rigid rules, or to achieve a sense of ‘completeness’. In order for obsessive-compulsive disorder to be diagnosed, obsessions and compulsions must be time consuming (e.g., taking more than an hour per day), and result in significant distress or significant impairment in personal, family, social, educational, occupational or other important areas of functioning.

Inclusions
*anankastic neurosis
*obsessive-compulsive neurosis

Exclusions
*obsessive compulsive behaviour (MB23.4)

{{blockquotebottom}}

=== Screening and diagnostic instruments for OCD ===
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
|-
! Measure
! Format (Reporter)
! Age Range
! Administration/
Completion Time
! Interrater Reliability
! Test-Retest Reliability
! Construct Validity
! Content Validity
! Highly Recommended
!Free and Accessible Downloads
|- 
| colspan=&quot;9&quot;  span style=&quot;font-size:110%; text-align:center;&quot; | &lt;b&gt; Diagnostic Measures&lt;/b&gt;
|
|-
| Anxiety Disorders Interview Schedule&lt;ref&gt;Brown, T.A., Di Nardo, P.A., Barlow, D.H., 1994. Anxiety Disorders Interview Schedule for DSM-IV (ADIS-IV-L). Psychological Corporation, San Antonio, TX.&lt;/ref&gt; 
| 
| 
| 
| E
| G
| E
| E
| X
|
|-
| Structured Clinical Interview for DSM-IV (SCID)&lt;ref&gt;First, M. B., &amp; Gibbon, M. (2004). The Structured Clinical Interview for DSM-IV Axis I Disorders (SCID-I) and the Structured Clinical Interview for DSM-IV Axis II Disorders (SCID-II). In M. J. Hilsenroth, D. L. Segal, M. J. Hilsenroth, D. L. Segal (Eds.) , ''Comprehensive handbook of psychological assessment, Vol. 2: Personality assessment'' (pp. 134-143). Hoboken, NJ, US: John Wiley &amp; Sons Inc.&lt;/ref&gt;
| 
|
| 
| A
| A
| E
| E
| 
|
|-
|[https://mfr.osf.io/render?url=https://osf.io/mnzy2/?action=download%26mode=render Yale-Brown Obsessive Compulsive Scale Symptom Checklist]&lt;ref name=&quot;:0&quot;&gt;{{Cite journal|last=Steketee|first=G|title=The Yale-Brown Obsessive Compulsive Scale: Interview versus self-report|url=http://linkinghub.elsevier.com/retrieve/pii/0005796796000368|journal=Behaviour Research and Therapy|volume=34|issue=8|pages=675–684|doi=10.1016/0005-7967(96)00036-8}}&lt;/ref&gt;
| 
| 
| 
| NA
| NA
| E
| G
| X
|
|-
| [https://search.proquest.com/docview/220481418/abstract/4AF689339CB14A0APQ/1?accountid=14244 Brown Assessment of Beliefs Scale]&lt;ref name=&quot;:1&quot;&gt;Eisen, J. L., Phillips, K. A., Baer, L., Beer, D. A., &amp; al, e. (1998). The brown assessment of beliefs scale: Reliability and validity. ''The American Journal of Psychiatry, 155''(1), 102-8. Retrieved from &lt;nowiki&gt;http://libproxy.lib.unc.edu/login?url=https://search.proquest.com/docview/220481418?accountid=14244&lt;/nowiki&gt;&lt;/ref&gt;
| 
| 
| 
| G
| A
| G
| G
| X
|
|-
|Revised Children’s Anxiety and Depression Scale (RCADS)
|Questionnaire (Child)
|6-18
|12 minutes
|G&lt;ref name=&quot;:2&quot;&gt;{{Cite journal|last=Chorpita|first=Bruce F.|last2=Moffitt|first2=Catherine E.|last3=Gray|first3=Jennifer|date=2005-03|title=Psychometric properties of the Revised Child Anxiety and Depression Scale in a clinical sample|url=http://dx.doi.org/10.1016/j.brat.2004.02.004|journal=Behaviour Research and Therapy|volume=43|issue=3|pages=309–322|doi=10.1016/j.brat.2004.02.004|issn=0005-7967}}&lt;/ref&gt;
|G&lt;ref&gt;{{Cite journal|last=Chorpita|first=Bruce F|last2=Yim|first2=Letitia|last3=Moffitt|first3=Catherine|last4=Umemoto|first4=Lori A|last5=Francis|first5=Sarah E|date=2000-08|title=Assessment of symptoms of DSM-IV anxiety and depression in children: a revised child anxiety and depression scale|url=http://dx.doi.org/10.1016/s0005-7967(99)00130-8|journal=Behaviour Research and Therapy|volume=38|issue=8|pages=835–855|doi=10.1016/s0005-7967(99)00130-8|issn=0005-7967}}&lt;/ref&gt;
|G&lt;ref name=&quot;:2&quot; /&gt;
|
|
|
*[http://www.corc.uk.net/outcome-experience-measures/revised-childrens-anxiety-and-depression-scale-and-subscales/ RCADS homepage]

'''PDFs for RCADS'''

*[https://mfr.osf.io/render?url=https://osf.io/s3fu2/?action=download%26mode=render RCADS Child Self-reported (8-18 years)]
*[https://mfr.osf.io/render?url=https://osf.io/fp9mk/?action=download%26mode=render RCADS Parent-reported]
*[https://mfr.osf.io/render?url=https://osf.io/vy7ta/?action=download%26mode=render Child Scoring Aid]
*[https://mfr.osf.io/render?url=https://osf.io/t4bz6/?action=download%26mode=render Parent Scoring Aid]

'''Subscales'''

*[https://mfr.osf.io/render?url=https://osf.io/ca5hk/?action=download%26mode=render OCD Self-reported]

* [https://mfr.osf.io/render?url=https://osf.io/7xkbn/?action=download%26mode=render OCD Parent-reported]

'''Translations'''

'''[https://mfr.osf.io/render?url=https://osf.io/qsjh9/?action=download%26mode=render User Guide]'''

*
|}

'''Note:''' L = Less than adequate; A = Adequate; G = Good; E = Excellent; U = Unavailable; NA = Not applicable

*[https://mfr.osf.io/render?url=https://osf.io/tn2vg/?action=download%26mode=render Yale-Brown Obsessive Compulsive Scale (Y-BOC)S]&lt;ref&gt;{{Cite journal|last=Goodman|first=Wayne K.|date=1989-11-01|title=The Yale-Brown Obsessive Compulsive Scale|url=http://archpsyc.jamanetwork.com/article.aspx?doi=10.1001/archpsyc.1989.01810110048007|journal=Archives of General Psychiatry|language=en|volume=46|issue=11|doi=10.1001/archpsyc.1989.01810110048007|issn=0003-990X}}&lt;/ref&gt;
**With Symptom Checklist (Y-BOCS-SC) or self-report (Y-BOCS-SR)&lt;ref name=&quot;:0&quot; /&gt;

==[[Evidence based assessment/Prescription phase|'''Prescription phase''']]==

=== Recommended self-report questionnaires ===
*[http://psycnet.apa.org/record/2010-04450-019 Dimensional Obsessive Compulsive Scale (DOCS)]&lt;ref&gt;{{Cite journal|last=Abramowitz|first=Jonathan S.|last2=Deacon|first2=Brett J.|last3=Olatunji|first3=Bunmi O.|last4=Wheaton|first4=Michael G.|last5=Berman|first5=Noah C.|last6=Losardo|first6=Diane|last7=Timpano|first7=Kiara R.|last8=McGrath|first8=Patrick B.|last9=Riemann|first9=Bradley C.|title=Assessment of obsessive-compulsive symptom dimensions: Development and evaluation of the Dimensional Obsessive-Compulsive Scale.|url=http://dx.doi.org/10.1037/a0018260|journal=Psychological Assessment|language=en|volume=22|issue=1|pages=180–198|doi=10.1037/a0018260}}&lt;/ref&gt;
*[https://www.researchgate.net/profile/Robert_Langner/publication/10973110_The_Obsessive-Compulsive_Inventory_Development_and_validation_of_a_short_version/links/54be1e9a0cf218d4a16a4dc5/The-Obsessive-Compulsive-Inventory-Development-and-validation-of-a-short-version.pdf Obsessive Compulsive Inventory – Revised]&lt;ref&gt;Foa, E. B., Huppert, J. D., Leiberg, S., Langner, R., Kichic, R., Hajcak, G., &amp; Salkovskis, P. M. (2002). The Obsessive-Compulsive Inventory: development and validation of a short version. ''Psychological assessment'', ''14''(4), 485.&lt;/ref&gt;
*[https://ac.els-cdn.com/S0005796700000851/1-s2.0-S0005796700000851-main.pdf?_tid=f904c386-c354-424f-b339-6a53a87ec31a&amp;acdnat=1521761575_8fe72e0787f227a8ee9cdf3592136d64 Interpretation of Intrusions Inventory]&lt;ref&gt;{{Cite journal|title=Development and initial validation of the obsessive beliefs questionnaire and the interpretation of intrusions inventory|url=https://doi.org/10.1016/S0005-7967(00)00085-1|journal=Behaviour Research and Therapy|volume=39|issue=8|pages=987–1006|doi=10.1016/s0005-7967(00)00085-1}}&lt;/ref&gt; 

=== Interpreting obsessive compulsive disorder screening measure scores ===

'''Overview'''

The purpose of this subsection is to use Bayesian probability theory in order to accurately predict the diagnosis of obsessive compulsive disorder, given base diagnosis rate in the region and likelihood ratios in diagnostic likelihood ratios.

'''Area under curve (AUC)'''

The area under the curve (AUC, or AUROC) is equal to the probability that a classifier will rank a randomly chosen positive diagnosis of obsessive compulsive disorder higher than a randomly chosen negative diagnosis of obsessive compulsive disorder.

'''Likelihood ratios'''

Likelihood ratios (also known as likelihood ratios in diagnostic testing) are the proportion of cases with the diagnosis scoring in a given range divided by the proportion of the cases without the diagnosis scoring in the same range&lt;ref name=&quot;EAYfuturedirections&quot;/&gt; &lt;ref name=&quot;strauss2011&quot;/&gt;. The table below shows area under the curve (AUCs) and likelihood ratios in diagnostic testing for potential screening measures for obsessive compulsive disorder. It should be noted that all studies used some version of a K-SADS interview by a trained rater, combined with review by a clinician to establish consensus.

{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
|-
! Likelihood Ratio
! Comments
|-
| Larger than 10, smaller than 0.10
| Frequently clinically decisive
|-
| Ranging from 5 to 10, 0.20
| Helpful in clinical diagnosis
|-
|Between 2.0 and 0.5
| Rarely result in clinically meaningful changes of formulation
|-
| Around 1.0
| Test result did not change clinical impressions at all
|}

'''&quot;LR+&quot;''' refers to the change in likelihood ratio associated with a positive test score, and '''&quot;LR-&quot;''' is the likelihood ratio for a low score. Likelihood ratios of 1 indicate that the test result did not change impressions at all&lt;ref name=&quot;EAYfuturedirections&quot; /&gt;. On the other hand, likelihood ratios larger than 10 or smaller than 0.10 are frequently clinically decisive, 5 or 0.20 are helpful, and between 2.0 and .5 are small enough that they rarely result in clinical significance|clinically meaningful changes of formulation. &lt;ref name= &quot;sackett&quot;/&gt;

=== Psychometric properties of screening instruments for OCD ===

{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
|-
! Screening Measure (Primary Reference)
! Area Under curve (AUC) and Sample Size
! LR+ (Score)
! LR-
! Clinical generalizability
!Download Link
|-
| Y-BOCS-SR&lt;ref name=&quot;SteketeeEtAl1996&quot;/&gt;
| 0.75
(N=162)
| 5.50
(7)
| 0.50
| Moderate: OCD among pregnant and postpartum women
|[http://www.seinstitute.com/wp-content/uploads/2015/08/YBOC-Symptom-Checklist.pdf Y-BOCS-SR]
|-
| OCI-R Total&lt;ref name=&quot;FoaEtAl2002&quot;/&gt;
| 0.81
(N=322)
| 3.66
(14)
| 0.44
| High: OCD (n=167) versus other anxiety disorders (n=155) at outpatient anxiety clinic
|[https://serene.me.uk/tests/oci.pdf OCI-R Total]
|-
| OCI-R Total&lt;ref name=&quot;FoaEtAl2002&quot;/&gt;
| 0.82
(N=458)
| 2.98
(18)
| 0.36
| High: OCD (n=215) versus other anxiety disorders (n=243) at outpatient anxiety clinic
|[https://serene.me.uk/tests/oci.pdf OCI-R Total]
|-
| Dimensional Obsessive-Compulsive Scale&lt;ref name=&quot;AbramowitzEtAl2010&quot;/&gt;
| 0.77
(N=513)
| 2.33
(21)
| 0.43
| High: OCD (n=315) versus other anxiety disorders (n=198) at outpatient clinics across the U.S.
|[https://www.unc.edu/~jonabram/DOCS.pdf DOCS]
|-
|Brown Assessment of Beliefs Scale&lt;ref name=&quot;:1&quot; /&gt;
|(N=50)
|
|
|
|[http://www.veale.co.uk/wp-content/uploads/2010/11/BABS_revised_501.pdf BABS]
|-
|}

==[[Evidence based assessment/Process phase|'''Process phase''']]==

=== Treatments ===

==== Cognitive behavioral therapy (CBT) and exposure and response prevention (ERP) ====

*Behavior therapy, specifically ERP, has been established as the treatment of choice for OCD &lt;ref&gt;Whittal M.L., McLean P.D., Söchting I., Koch W.J., Taylor S., Anderson K., Paterson R.'''OCD treatment outcome using behavioral and cognitive approaches'''

Paper presented at the meeting of the Association for Advancement of Behavior Therapy, Miami Beach, FL (1997)&lt;/ref&gt;&lt;ref&gt;{{Cite journal|last=Foa|first=Edna B.|last2=Kozak|first2=Michael J.|title=Beyond the efficacy ceiling? Cognitive behavior therapy in search of theory|url=https://doi.org/10.1016/S0005-7894(97)80019-6|journal=Behavior Therapy|volume=28|issue=4|pages=601–611|doi=10.1016/s0005-7894(97)80019-6}}&lt;/ref&gt;.
*Therapy incorporates ERP and emphasizes cognitive change.
**Therapist will help individual identify anxiety-provoking thoughts and situations.
**Therapist will develop a treatment plan and idiographic “fear hierarchy.”
**Individuals will learn to encounter situations that invoke anxiety without engaging in rituals used to dispel anxiety (ERP).
**Exposures will be done gradually at a pace that is comfortable for the client.
**Therapy will include homework assignments and is designed to offer lifelong skills.
*Therapy includes verbal techniques such as psychoeducation and cognitive restructuring.
*Manuals for reference:
**The therapist guide: Mastery of Obsessive-Compulsive Disorder: A Cognitive Behavioral Approach&lt;ref&gt;E. Foa, M. Kozak Mastery of obsessive–compulsive disorder: A cognitive-behavioral approach Graywind Publications (1997)&lt;/ref&gt; 
**Cognitive Therapy of Obsessive-Compulsive Disorder: A Guide for Professionals (Wilhelm &amp; Steketee)
**Obsessive Compulsive Disorder: Advances in Psychotherapy &lt;ref&gt;{{Cite book|url=https://www.worldcat.org/oclc/70659789|title=Obsessive compulsive disorder|last=S.|first=Abramowitz, Jonathan|date=2006|publisher=Hogrefe &amp; Huber Publishers|isbn=9780889373167|location=Cambridge, MA|oclc=70659789}}&lt;/ref&gt;
*Treatment alliance is a predictor of subsequent change in OCD symptoms&lt;ref&gt;Keeley, M. L., Geffken, G. R., Ricketts, E., McNamara, J. P., &amp; Storch, E. A. (2011). The therapeutic alliance in the cognitive behavioral treatment of pediatric obsessive–compulsive disorder. ''Journal of Anxiety Disorders'', ''25''(7), 855-863.&lt;/ref&gt;. The therapist should provide a “validating and
:encouraging” environment so that clients can tolerate the emotional arousal associated with exposures.

==== Medication ====

*Selective serotonin reuptake inhibitors (SSRIs) are commonly used to treat OCD.
*These antidepressants include:
**[[wikipedia:Fluvoxamine|fluvoxamine]]  
**[[wikipedia:Fluoxetine|fluoxetine]]
**[[wikipedia:Sertraline|sertraline]]  
**[[wikipedia:Paroxetine|paroxetine]] 
**[[wikipedia:Citalopram|citalopram]]  
**[[wikipedia:Clomipramine|clomipramine]] 
**[[wikipedia:Escitalopram|escitalopram]]  
**[[wikipedia:Venlafaxine|venlafaxine]] 
*High doses (relative to doses prescribed for depression) are needed for individuals with OCD.

=== Process and outcome measures ===

==== Clinically significant change benchmarks with common instruments and mood rating scales ====

{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
|-
| rowspan=1&quot; style=&quot;text-align:center;font-size:130%;&quot; | &lt;b&gt; Measure&lt;/b&gt;
| style=&quot;text-align:center;font-size:130%;&quot; | &lt;b&gt; Subscale&lt;/b&gt;
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:130%&quot; width=&quot;300&quot; | &lt;b&gt; Cut-off scores&lt;/b&gt;
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:120%&quot; | &lt;b&gt; Critical Change &lt;br&gt; (unstandardized scores)&lt;/b&gt;
|-
| colspan=&quot;8&quot;  span style=&quot;font-size:110%; text-align:center;&quot; | &lt;b&gt; Benchmarks Based on Published Norms&lt;/b&gt;
|-
| colspan=&quot;2&quot; |
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; A&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; B&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; C&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; 95%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; 90%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; SE&lt;sub&gt;difference&lt;/sub&gt;&lt;/b&gt;
|-

| rowspan=&quot;3&quot; style=&quot;text-align:center;&quot; | &lt;b&gt; Yale-Brown Obsessive Compulsive Scale (Y-BOCS-SR)&lt;/b&gt;
| style=&quot;text-align:right;&quot; | &lt;i&gt; Total&lt;/i&gt;
| style=&quot;text-align:center;&quot;| 10.6
| style=&quot;text-align:center;&quot;| 14.4
| style=&quot;text-align:center;&quot;| 12.6
| style=&quot;text-align:center;&quot;| 4.7
| style=&quot;text-align:center;&quot;| 3.9
| style=&quot;text-align:center;&quot;| 2.4
|-
| style=&quot;text-align:right;&quot; | &lt;i&gt; Obsessions&lt;/i&gt;
| style=&quot;text-align:center;&quot;| 6.6
| style=&quot;text-align:center;&quot;| 7.6
| style=&quot;text-align:center;&quot;| 7.0
| style=&quot;text-align:center;&quot;| 2.5
| style=&quot;text-align:center;&quot;| 2.1
| style=&quot;text-align:center;&quot;| 1.3
|-
| style=&quot;text-align:right;&quot; | &lt;i&gt; Compulsions&lt;/i&gt;
| style=&quot;text-align:center;&quot;| 3.5
| style=&quot;text-align:center;&quot;| 8.2
| style=&quot;text-align:center;&quot;| 6.1
| style=&quot;text-align:center;&quot;| 3.6
| style=&quot;text-align:center;&quot;| 3.0
| style=&quot;text-align:center;&quot;| 1.8
|-

| rowspan=&quot;7&quot; style=&quot;text-align:center;&quot; | &lt;b&gt; Obsessive-Compulsive Inventory – Revised (OCI-R)&lt;/b&gt;
| style=&quot;text-align:right;&quot; | &lt;i&gt; Total&lt;/i&gt;
| style=&quot;text-align:center;&quot;| 1.0
| style=&quot;text-align:center;&quot;| 41.0
| style=&quot;text-align:center;&quot;| 23.0
| style=&quot;text-align:center;&quot;| 14.8
| style=&quot;text-align:center;&quot;| 12.5
| style=&quot;text-align:center;&quot;| 7.6
|-
| style=&quot;text-align:right;&quot; | &lt;i&gt; Washing&lt;/i&gt;
| style=&quot;text-align:center;&quot;| n/a
| style=&quot;text-align:center;&quot;| 7.4
| style=&quot;text-align:center;&quot;| 3.1
| style=&quot;text-align:center;&quot;| 3.4
| style=&quot;text-align:center;&quot;| 2.9
| style=&quot;text-align:center;&quot;| 1.7
|-
| style=&quot;text-align:right;&quot; | &lt;i&gt; Checking&lt;/i&gt;
| style=&quot;text-align:center;&quot;| n/a
| style=&quot;text-align:center;&quot;| 8.0
| style=&quot;text-align:center;&quot;| 3.7
| style=&quot;text-align:center;&quot;| 3.0
| style=&quot;text-align:center;&quot;| 2.5
| style=&quot;text-align:center;&quot;| 1.5
|-
| style=&quot;text-align:right;&quot; | &lt;i&gt; Ordering&lt;/i&gt;
| style=&quot;text-align:center;&quot;| n/a
| style=&quot;text-align:center;&quot;| 10.5
| style=&quot;text-align:center;&quot;| 4.6
| style=&quot;text-align:center;&quot;| 3.1
| style=&quot;text-align:center;&quot;| 2.6
| style=&quot;text-align:center;&quot;| 1.6
|-
| style=&quot;text-align:right;&quot; | &lt;i&gt; Obsessing&lt;/i&gt;
| style=&quot;text-align:center;&quot;| n/a
| style=&quot;text-align:center;&quot;| 8.3
| style=&quot;text-align:center;&quot;| 4.7
| style=&quot;text-align:center;&quot;| 3.8
| style=&quot;text-align:center;&quot;| 3.2
| style=&quot;text-align:center;&quot;| 1.9
|-
| style=&quot;text-align:right;&quot; | &lt;i&gt; Hoarding&lt;/i&gt;
| style=&quot;text-align:center;&quot;| n/a
| style=&quot;text-align:center;&quot;| 9.8
| style=&quot;text-align:center;&quot;| 4.1
| style=&quot;text-align:center;&quot;| 2.8
| style=&quot;text-align:center;&quot;| 2.4
| style=&quot;text-align:center;&quot;| 1.4
|-
| style=&quot;text-align:right;&quot; | &lt;i&gt; Neutralizing&lt;/i&gt;
| style=&quot;text-align:center;&quot;| n/a
| style=&quot;text-align:center;&quot;| 6.2
| style=&quot;text-align:center;&quot;| 2.3
| style=&quot;text-align:center;&quot;| 3.0
| style=&quot;text-align:center;&quot;| 2.5
| style=&quot;text-align:center;&quot;| 1.5
|-

| rowspan=&quot;7&quot; style=&quot;text-align:center;&quot; | &lt;b&gt; Dimensional Obsessive Compulsive Scale (DOCS)&lt;/b&gt;
| style=&quot;text-align:right;&quot; | &lt;i&gt; Total&lt;/i&gt;
| style=&quot;text-align:center;&quot;| n/a
| style=&quot;text-align:center;&quot;| 31.7
| style=&quot;text-align:center;&quot;| 19.0
| style=&quot;text-align:center;&quot;| 10.3
| style=&quot;text-align:center;&quot;| 8.7
| style=&quot;text-align:center;&quot;| 5.3
|-
| style=&quot;text-align:right;&quot; | &lt;i&gt; Contamination&lt;/i&gt;
| style=&quot;text-align:center;&quot;| n/a
| style=&quot;text-align:center;&quot;| 7.8
| style=&quot;text-align:center;&quot;| 3.4
| style=&quot;text-align:center;&quot;| 2.4
| style=&quot;text-align:center;&quot;| 2.0
| style=&quot;text-align:center;&quot;| 1.2
|-
| style=&quot;text-align:right;&quot; | &lt;i&gt; Responsibility for Harm&lt;/i&gt;
| style=&quot;text-align:center;&quot;| n/a
| style=&quot;text-align:center;&quot;| 8.7
| style=&quot;text-align:center;&quot;| 4.4
| style=&quot;text-align:center;&quot;| 2.4
| style=&quot;text-align:center;&quot;| 2.0
| style=&quot;text-align:center;&quot;| 1.2
|-
| style=&quot;text-align:right;&quot; | &lt;i&gt; Unacceptable Thoughts&lt;/i&gt;
| style=&quot;text-align:center;&quot;| n/a
| style=&quot;text-align:center;&quot;| 9.6
| style=&quot;text-align:center;&quot;| 5.4
| style=&quot;text-align:center;&quot;| 2.5
| style=&quot;text-align:center;&quot;| 2.1
| style=&quot;text-align:center;&quot;| 1.3
|-
| style=&quot;text-align:right;&quot; | &lt;i&gt; Symmetry&lt;/i&gt;
| style=&quot;text-align:center;&quot;| n/a
| style=&quot;text-align:center;&quot;| 7.9
| style=&quot;text-align:center;&quot;| 3.6
| style=&quot;text-align:center;&quot;| 2.2
| style=&quot;text-align:center;&quot;| 1.8
| style=&quot;text-align:center;&quot;| 1.1
|-
|}

'''Note:''' “A” = Away from the clinical range – moving at least 2 standard deviations away from clinical mean; “B” = Back into the nonclinical range – moving within 2 standard deviations of the nonclinical mean; “C” = Closer to the nonclinical than clinical mean – crossing the weighted average of the two groups.

=== Process measures ===
*Quality of Life
**Sheehan Disability Scale&lt;ref&gt;Sheehan DV, Harnett-Sheehan K, Raj BA. 1996. The measurement of disability. Int Clin Psychopharmacol 11(Suppl 3): 89–95.&lt;/ref&gt;
**[http://www.jstor.org/stable/pdf/3765819.pdf?refreqid=excelsior%3A9dcc715f829676edec9bc2c7be1478fa Medical Outcomes Study (MOS) 36-Item Short Form (SF-36) Health Survey]&lt;ref&gt;McHorney, C., Ware, J., &amp; Raczek, A. (1993). The MOS 36-Item Short-Form Health Survey (SF-36): II. Psychometric and Clinical Tests of Validity in Measuring Physical and Mental Health Constructs. ''Medical Care,'' ''31''(3), 247-263. Retrieved from &lt;nowiki&gt;http://www.jstor.org/stable/3765819&lt;/nowiki&gt;&lt;/ref&gt;
*Compulsions scale of YBOCS
*SUDS Ratings

== External Links == 
*[https://sccap53.org Society of Clinical Child and Adolescent Psychology]
*[http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/self-injurious-thoughts-and-behaviors/ EffectiveChildTherapy.Org information on rule-breaking, defiance, and acting out]
*For information on conducting Exposure Therapy for anxiety disordered youth, see [https://www.bravepracticeforkids.com/ www.BravePracticeForKids.com]

== References ==
{{collapse top|Click here for references}}
{{Reflist|2|refs=

&lt;ref name=&quot;EAYfuturedirections&quot;&gt; Youngstrom, E. A. (2013). Future directions in psychological assessment: Combining evidence-based medicine innovations with psychology's historical strengths to enhance utility. Journal of Clinical Child and Adolescent Psychology, 42(1), 139-159. &lt;/ref&gt;

&lt;ref name=&quot;strauss2011&quot;&gt; Strauss, S. E., Glasziou, P., Richardson, W. S., &amp; Haynes, R. B. (2011). Evidence-based medicine: How to practice and teach EBM (4th ed.). New York, NY: Churchill Livingstone. &lt;/ref&gt;

&lt;ref name=&quot;sackett&quot;&gt; Sackett, D. L., Straus, S. E., Richardson, W. S., Rosenberg, W., &amp; Haynes, R. B. (2000). Evidence-based medicine: How to practice and teach EBM. Edinburgh: Churchill Livingstone. &lt;/ref&gt;

&lt;ref name=&quot;RuscioEtAl2010&quot;&gt;{{cite journal|last1=Ruscio|first1=AM|last2=Stein|first2=DJ|last3=Chiu|first3=WT|last4=Kessler|first4=RC|title=The epidemiology of obsessive-compulsive disorder in the National Comorbidity Survey Replication.|journal=Molecular psychiatry|date=January 2010|volume=15|issue=1|pages=53-63|pmid=18725912}}&lt;/ref&gt;

&lt;ref name=&quot;KarnoEtAl1988&quot;&gt;{{cite journal|last1=Karno|first1=M|last2=Golding|first2=JM|last3=Sorenson|first3=SB|last4=Burnam|first4=MA|title=The epidemiology of obsessive-compulsive disorder in five US communities.|journal=Archives of general psychiatry|date=December 1988|volume=45|issue=12|pages=1094-9|pmid=3264144}}&lt;/ref&gt;

&lt;ref name=&quot;MohammadiEtAl2004&quot;&gt;{{cite journal|last1=Mohammadi|first1=MR|last2=Ghanizadeh|first2=A|last3=Rahgozar|first3=M|last4=Noorbala|first4=AA|last5=Davidian|first5=H|last6=Afzali|first6=HM|last7=Naghavi|first7=HR|last8=Yazdi|first8=SA|last9=Saberi|first9=SM|last10=Mesgarpour|first10=B|last11=Akhondzadeh|first11=S|last12=Alaghebandrad|first12=J|last13=Tehranidoost|first13=M|title=Prevalence of obsessive-compulsive disorder in Iran.|journal=BMC psychiatry|date=14 February 2004|volume=4|pages=2|pmid=15018627}}&lt;/ref&gt;

&lt;ref name=&quot;HimleEtAl2008&quot;&gt;{{cite journal|last1=Himle|first1=JA|last2=Muroff|first2=JR|last3=Taylor|first3=RJ|last4=Baser|first4=RE|last5=Abelson|first5=JM|last6=Hanna|first6=GL|last7=Abelson|first7=JL|last8=Jackson|first8=JS|title=Obsessive-compulsive disorder among African Americans and blacks of Caribbean descent: results from the National Survey of American Life.|journal=Depression and anxiety|date=2008|volume=25|issue=12|pages=993-1005|pmid=18833577}}&lt;/ref&gt;

&lt;ref name=&quot;SubramaniamEtAl2012&quot;&gt;{{cite journal|last1=Subramaniam|first1=M|last2=Abdin|first2=E|last3=Vaingankar|first3=JA|last4=Chong|first4=SA|title=Obsessive--compulsive disorder: prevalence, correlates, help-seeking and quality of life in a multiracial Asian population.|journal=Social psychiatry and psychiatric epidemiology|date=December 2012|volume=47|issue=12|pages=2035-43|pmid=22526825}}&lt;/ref&gt;

&lt;ref name=&quot;LordEtAl2011&quot;&gt;{{cite journal|last1=Lord|first1=C|last2=Hall|first2=G|last3=Soares|first3=CN|last4=Steiner|first4=M|title=Physiological stress response in postpartum women with obsessive-compulsive disorder: A pilot study.|journal=Psychoneuroendocrinology|date=January 2011|volume=36|issue=1|pages=133-8|pmid=20537805}}&lt;/ref&gt;

&lt;ref name=&quot;FoaEtAl2002&quot;&gt;{{cite journal|last1=Foa|first1=EB|last2=Huppert|first2=JD|last3=Leiberg|first3=S|last4=Langner|first4=R|last5=Kichic|first5=R|last6=Hajcak|first6=G|last7=Salkovskis|first7=PM|title=The Obsessive-Compulsive Inventory: development and validation of a short version.|journal=Psychological assessment|date=December 2002|volume=14|issue=4|pages=485-96|pmid=12501574}}&lt;/ref&gt;

&lt;ref name=&quot;SteketeeEtAl1996&quot;&gt;{{cite journal|last1=Steketee|first1=G|last2=Frost|first2=R|last3=Bogart|first3=K|title=The Yale-Brown Obsessive Compulsive Scale: interview versus self-report.|journal=Behaviour research and therapy|date=August 1996|volume=34|issue=8|pages=675-84|pmid=8870295}}&lt;/ref&gt;

&lt;ref name=&quot;AbramowitzDeacon2005&quot;&gt;{{cite journal|last1=Abramowitz|first1=Jonathan S.|last2=Deacon|first2=Brett J.|title=Psychometric properties and construct validity of the Obsessive–Compulsive Inventory—Revised: Replication and extension with a clinical sample|journal=Journal of Anxiety Disorders|date=January 2006|volume=20|issue=8|pages=1016–1035|doi=10.1016/j.janxdis.2006.03.001}}&lt;/ref&gt;

&lt;ref name=&quot;AbramowitzEtAl2010&quot;&gt;{{cite journal|last1=Abramowitz|first1=JS|last2=Deacon|first2=BJ|last3=Olatunji|first3=BO|last4=Wheaton|first4=MG|last5=Berman|first5=NC|last6=Losardo|first6=D|last7=Timpano|first7=KR|last8=McGrath|first8=PB|last9=Riemann|first9=BC|last10=Adams|first10=T|last11=Björgvinsson|first11=T|last12=Storch|first12=EA|last13=Hale|first13=LR|title=Assessment of obsessive-compulsive symptom dimensions: development and evaluation of the Dimensional Obsessive-Compulsive Scale.|journal=Psychological assessment|date=March 2010|volume=22|issue=1|pages=180-98|pmid=20230164}}&lt;/ref&gt;

}}
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==[[Evidence based assessment/Portfolio template/What is a &quot;portfolio&quot;|'''What is a &quot;portfolio&quot;?''']]==
For background information on what assessment portfolios are, click the link in the heading above.

Does all of this feel like TMI? Click [[Evidence-based_assessment/Obsessive-compulsive_disorder_(assessment_portfolio)|here]] to go to the condensed version. 

==='''Introduction'''===
'''Obsessive-compulsive and related disorders:'''
The chapter on obsessive-compulsive and related disorders, which is new in DSM-V, reflects the increasing evidence that these disorders are related to one another in terms of a range of diagnostic validators, as well as the clinical utility of grouping these disorders in the same chapter. New disorders include hoarding disorder, excoriation (skin-picking) disorder, substance-/medication-induced obsessive-compulsive and related disorder, and obsessive-compulsive and related disorder due to another medical condition. The DSM-IV diagnosis of ''trichotillomania'' ''(TTM)'' is now termed ''[[wikipedia:Trichotillomania|trichotillomania (hair-pulling disorder)]]'' and has been moved from a DSM-IV ''classification of impulse-control disorders not elsewhere classified'' to ''obsessive-compulsive and related disorders'' in DSM-V.

'''Specifiers for obsessive-compulsive and related disorders:'''
The “with poor insight” specifier for obsessive-compulsive disorder has been refined in DSM-V to allow a distinction between individuals with good or fair insight, poor insight, and “absent insight/delusional” obsessive-compulsive disorder beliefs (i.e., complete conviction that obsessive-compulsive disorder beliefs are true). Analogous “insight” specifiers have been included for body dysmorphic disorder and hoarding disorder. These specifiers are intended to improve differential diagnosis by emphasizing that individuals with these two disorders may present with a range of insight into their disorder-related beliefs, including absent insight/delusional symptoms. This change also emphasizes that the presence of absent insight/delusional beliefs warrants a diagnosis of the relevant obsessive-compulsive or related disorder, rather than a schizophrenia spectrum and other psychotic disorder. The “tic-related” specifier for obsessive-compulsive disorder reflects a growing literature on the diagnostic validity and clinical utility of identifying individuals with a current or past comorbid tic disorder, because this comorbidity may have important clinical implications.

==[[Evidence based assessment/Preparation phase|'''Preparation phase''']]==
=== Demographics ===
This section describes the demographic setting of the population(s) sampled, base rates of diagnosis, country/region sampled and the diagnostic method that was used. Using this information, clinicians will be able to anchor the rate of OCD that they are likely to see in their clinical practice.
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
|-
! Setting (Reference)
! Base Rate
! Demography
! Diagnostic Method
|-
| National Comorbidity Survey Replication&lt;ref name=&quot;RuscioEtAl2010&quot;/&gt;
|2.3%
|National (U.S.) adult 
sample (n=2073)
|World Health Organization Composite 
International Diagnostic Interview (CIDI 3.0)
|-
|Epidemiological Catchment Area (ECA) Program&lt;ref name=&quot;KarnoEtAl1988&quot;/&gt;
|1.9-3.3%
|U.S. household sample 
(n=18572)
|Diagnostic Interview Schedule (DIS)
|-
|Iranian population-based study&lt;ref name=&quot;MohammadiEtAl2004&quot;/&gt;
|1.8%
|Iranian adults
(n=25180)
|DIS
|-
|African-American and Caribbean Households (U.S.)&lt;ref name=&quot;HimleEtAl2008&quot;/&gt;
|1.6%
|NSAL adult study
(n=5191)
|CIDI Short Form
|-
|Singapore Mental Health Study&lt;ref name=&quot;SubramaniamEtAl2012&quot;/&gt;
|3.0%
|Epidemiological sample 
(n=6616)
|CIDI 3.0
|}

'''Search terms:'''

[obsessive compulsive disorder OR ocd] AND [prevalence OR incidence] in PsycInfo and PubMed

[obsessive compulsive disorder OR ocd] AND [epidemiology] in PsycInfo and PubMed

==[[Evidence based assessment/Prediction phase|'''Prediction phase''']]==

=== Diagnosis ===

{{blockquotetop}}'''ICD-11 Criteria''' &lt;ref&gt;{{Cite web|url=http://apps.who.int/classifications/icd10/browse/2016/en#/F40-F48|title=ICD-10 Version:2016|website=apps.who.int|language=en|accessdate=2018-03-01}}&lt;/ref&gt;
Obsessive-Compulsive Disorder is characterized by the presence of persistent obsessions or compulsions, or most commonly both. Obsessions are repetitive and persistent thoughts, images, or impulses/urges that are intrusive, unwanted, and are commonly associated with anxiety. The individual attempts to ignore or suppress obsessions or to neutralize them by performing compulsions. Compulsions are repetitive behaviors including repetitive mental acts that the individual feels driven to perform in response to an obsession, according to rigid rules, or to achieve a sense of ‘completeness’. In order for obsessive-compulsive disorder to be diagnosed, obsessions and compulsions must be time consuming (e.g., taking more than an hour per day), and result in significant distress or significant impairment in personal, family, social, educational, occupational or other important areas of functioning.

Inclusions
*anankastic neurosis
*obsessive-compulsive neurosis

Exclusions
*obsessive compulsive behaviour (MB23.4)

{{blockquotebottom}}

=== Screening and diagnostic instruments for OCD ===
{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
|-
! Measure
! Format (Reporter)
! Age Range
! Administration/
Completion Time
! Interrater Reliability
! Test-Retest Reliability
! Construct Validity
! Content Validity
! Highly Recommended
!Free and Accessible Downloads
|- 
| colspan=&quot;9&quot;  span style=&quot;font-size:110%; text-align:center;&quot; | &lt;b&gt; Diagnostic Measures&lt;/b&gt;
|
|-
| Anxiety Disorders Interview Schedule&lt;ref&gt;Brown, T.A., Di Nardo, P.A., Barlow, D.H., 1994. Anxiety Disorders Interview Schedule for DSM-IV (ADIS-IV-L). Psychological Corporation, San Antonio, TX.&lt;/ref&gt; 
| 
| 
| 
| E
| G
| E
| E
| X
|
|-
| Structured Clinical Interview for DSM-IV (SCID)&lt;ref&gt;First, M. B., &amp; Gibbon, M. (2004). The Structured Clinical Interview for DSM-IV Axis I Disorders (SCID-I) and the Structured Clinical Interview for DSM-IV Axis II Disorders (SCID-II). In M. J. Hilsenroth, D. L. Segal, M. J. Hilsenroth, D. L. Segal (Eds.) , ''Comprehensive handbook of psychological assessment, Vol. 2: Personality assessment'' (pp. 134-143). Hoboken, NJ, US: John Wiley &amp; Sons Inc.&lt;/ref&gt;
| 
|
| 
| A
| A
| E
| E
| 
|
|-
|[https://mfr.osf.io/render?url=https://osf.io/mnzy2/?action=download%26mode=render Yale-Brown Obsessive Compulsive Scale Symptom Checklist]&lt;ref name=&quot;:0&quot;&gt;{{Cite journal|last=Steketee|first=G|title=The Yale-Brown Obsessive Compulsive Scale: Interview versus self-report|url=http://linkinghub.elsevier.com/retrieve/pii/0005796796000368|journal=Behaviour Research and Therapy|volume=34|issue=8|pages=675–684|doi=10.1016/0005-7967(96)00036-8}}&lt;/ref&gt;
| 
| 
| 
| NA
| NA
| E
| G
| X
|
|-
| [https://search.proquest.com/docview/220481418/abstract/4AF689339CB14A0APQ/1?accountid=14244 Brown Assessment of Beliefs Scale]&lt;ref name=&quot;:1&quot;&gt;Eisen, J. L., Phillips, K. A., Baer, L., Beer, D. A., &amp; al, e. (1998). The brown assessment of beliefs scale: Reliability and validity. ''The American Journal of Psychiatry, 155''(1), 102-8. Retrieved from &lt;nowiki&gt;http://libproxy.lib.unc.edu/login?url=https://search.proquest.com/docview/220481418?accountid=14244&lt;/nowiki&gt;&lt;/ref&gt;
| 
| 
| 
| G
| A
| G
| G
| X
|
|-
|Revised Children’s Anxiety and Depression Scale (RCADS)
|Questionnaire (Child)
|6-18
|12 minutes
|G&lt;ref name=&quot;:2&quot;&gt;{{Cite journal|last=Chorpita|first=Bruce F.|last2=Moffitt|first2=Catherine E.|last3=Gray|first3=Jennifer|date=2005-03|title=Psychometric properties of the Revised Child Anxiety and Depression Scale in a clinical sample|url=http://dx.doi.org/10.1016/j.brat.2004.02.004|journal=Behaviour Research and Therapy|volume=43|issue=3|pages=309–322|doi=10.1016/j.brat.2004.02.004|issn=0005-7967}}&lt;/ref&gt;
|G&lt;ref&gt;{{Cite journal|last=Chorpita|first=Bruce F|last2=Yim|first2=Letitia|last3=Moffitt|first3=Catherine|last4=Umemoto|first4=Lori A|last5=Francis|first5=Sarah E|date=2000-08|title=Assessment of symptoms of DSM-IV anxiety and depression in children: a revised child anxiety and depression scale|url=http://dx.doi.org/10.1016/s0005-7967(99)00130-8|journal=Behaviour Research and Therapy|volume=38|issue=8|pages=835–855|doi=10.1016/s0005-7967(99)00130-8|issn=0005-7967}}&lt;/ref&gt;
|G&lt;ref name=&quot;:2&quot; /&gt;
|
|
|
*[http://www.corc.uk.net/outcome-experience-measures/revised-childrens-anxiety-and-depression-scale-and-subscales/ RCADS homepage]

'''PDFs for RCADS'''

*[https://mfr.osf.io/render?url=https://osf.io/s3fu2/?action=download%26mode=render RCADS Child Self-reported (8-18 years)]
*[https://mfr.osf.io/render?url=https://osf.io/fp9mk/?action=download%26mode=render RCADS Parent-reported]
*[https://mfr.osf.io/render?url=https://osf.io/vy7ta/?action=download%26mode=render Child Scoring Aid]
*[https://mfr.osf.io/render?url=https://osf.io/t4bz6/?action=download%26mode=render Parent Scoring Aid]

'''Subscales'''

*[https://mfr.osf.io/render?url=https://osf.io/ca5hk/?action=download%26mode=render OCD Self-reported]

* [https://mfr.osf.io/render?url=https://osf.io/7xkbn/?action=download%26mode=render OCD Parent-reported]

'''Translations'''

'''[https://mfr.osf.io/render?url=https://osf.io/qsjh9/?action=download%26mode=render User Guide]'''

*
|}

'''Note:''' L = Less than adequate; A = Adequate; G = Good; E = Excellent; U = Unavailable; NA = Not applicable

*[https://mfr.osf.io/render?url=https://osf.io/tn2vg/?action=download%26mode=render Yale-Brown Obsessive Compulsive Scale (Y-BOC)S]&lt;ref&gt;{{Cite journal|last=Goodman|first=Wayne K.|date=1989-11-01|title=The Yale-Brown Obsessive Compulsive Scale|url=http://archpsyc.jamanetwork.com/article.aspx?doi=10.1001/archpsyc.1989.01810110048007|journal=Archives of General Psychiatry|language=en|volume=46|issue=11|doi=10.1001/archpsyc.1989.01810110048007|issn=0003-990X}}&lt;/ref&gt;
**With Symptom Checklist (Y-BOCS-SC) or self-report (Y-BOCS-SR)&lt;ref name=&quot;:0&quot; /&gt;

==[[Evidence based assessment/Prescription phase|'''Prescription phase''']]==

=== Recommended self-report questionnaires ===
*[http://psycnet.apa.org/record/2010-04450-019 Dimensional Obsessive Compulsive Scale (DOCS)]&lt;ref&gt;{{Cite journal|last=Abramowitz|first=Jonathan S.|last2=Deacon|first2=Brett J.|last3=Olatunji|first3=Bunmi O.|last4=Wheaton|first4=Michael G.|last5=Berman|first5=Noah C.|last6=Losardo|first6=Diane|last7=Timpano|first7=Kiara R.|last8=McGrath|first8=Patrick B.|last9=Riemann|first9=Bradley C.|title=Assessment of obsessive-compulsive symptom dimensions: Development and evaluation of the Dimensional Obsessive-Compulsive Scale.|url=http://dx.doi.org/10.1037/a0018260|journal=Psychological Assessment|language=en|volume=22|issue=1|pages=180–198|doi=10.1037/a0018260}}&lt;/ref&gt;
*[https://www.researchgate.net/profile/Robert_Langner/publication/10973110_The_Obsessive-Compulsive_Inventory_Development_and_validation_of_a_short_version/links/54be1e9a0cf218d4a16a4dc5/The-Obsessive-Compulsive-Inventory-Development-and-validation-of-a-short-version.pdf Obsessive Compulsive Inventory – Revised]&lt;ref&gt;Foa, E. B., Huppert, J. D., Leiberg, S., Langner, R., Kichic, R., Hajcak, G., &amp; Salkovskis, P. M. (2002). The Obsessive-Compulsive Inventory: development and validation of a short version. ''Psychological assessment'', ''14''(4), 485.&lt;/ref&gt;
*[https://ac.els-cdn.com/S0005796700000851/1-s2.0-S0005796700000851-main.pdf?_tid=f904c386-c354-424f-b339-6a53a87ec31a&amp;acdnat=1521761575_8fe72e0787f227a8ee9cdf3592136d64 Interpretation of Intrusions Inventory]&lt;ref&gt;{{Cite journal|title=Development and initial validation of the obsessive beliefs questionnaire and the interpretation of intrusions inventory|url=https://doi.org/10.1016/S0005-7967(00)00085-1|journal=Behaviour Research and Therapy|volume=39|issue=8|pages=987–1006|doi=10.1016/s0005-7967(00)00085-1}}&lt;/ref&gt; 

=== Interpreting obsessive compulsive disorder screening measure scores ===

'''Overview'''

The purpose of this subsection is to use Bayesian probability theory in order to accurately predict the diagnosis of obsessive compulsive disorder, given base diagnosis rate in the region and likelihood ratios in diagnostic likelihood ratios.

'''Area under curve (AUC)'''

The area under the curve (AUC, or AUROC) is equal to the probability that a classifier will rank a randomly chosen positive diagnosis of obsessive compulsive disorder higher than a randomly chosen negative diagnosis of obsessive compulsive disorder.

'''Likelihood ratios'''

Likelihood ratios (also known as likelihood ratios in diagnostic testing) are the proportion of cases with the diagnosis scoring in a given range divided by the proportion of the cases without the diagnosis scoring in the same range&lt;ref name=&quot;EAYfuturedirections&quot;/&gt; &lt;ref name=&quot;strauss2011&quot;/&gt;. The table below shows area under the curve (AUCs) and likelihood ratios in diagnostic testing for potential screening measures for obsessive compulsive disorder. It should be noted that all studies used some version of a K-SADS interview by a trained rater, combined with review by a clinician to establish consensus.

{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
|-
! Likelihood Ratio
! Comments
|-
| Larger than 10, smaller than 0.10
| Frequently clinically decisive
|-
| Ranging from 5 to 10, 0.20
| Helpful in clinical diagnosis
|-
|Between 2.0 and 0.5
| Rarely result in clinically meaningful changes of formulation
|-
| Around 1.0
| Test result did not change clinical impressions at all
|}

'''&quot;LR+&quot;''' refers to the change in likelihood ratio associated with a positive test score, and '''&quot;LR-&quot;''' is the likelihood ratio for a low score. Likelihood ratios of 1 indicate that the test result did not change impressions at all&lt;ref name=&quot;EAYfuturedirections&quot; /&gt;. On the other hand, likelihood ratios larger than 10 or smaller than 0.10 are frequently clinically decisive, 5 or 0.20 are helpful, and between 2.0 and .5 are small enough that they rarely result in clinical significance|clinically meaningful changes of formulation. &lt;ref name= &quot;sackett&quot;/&gt;

=== Psychometric properties of screening instruments for OCD ===

{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
|-
! Screening Measure (Primary Reference)
! Area Under curve (AUC) and Sample Size
! LR+ (Score)
! LR-
! Clinical generalizability
!Download Link
|-
| Y-BOCS-SR&lt;ref name=&quot;SteketeeEtAl1996&quot;/&gt;
| 0.75
(N=162)
| 5.50
(7)
| 0.50
| Moderate: OCD among pregnant and postpartum women
|[http://www.seinstitute.com/wp-content/uploads/2015/08/YBOC-Symptom-Checklist.pdf Y-BOCS-SR]
|-
| OCI-R Total&lt;ref name=&quot;FoaEtAl2002&quot;/&gt;
| 0.81
(N=322)
| 3.66
(14)
| 0.44
| High: OCD (n=167) versus other anxiety disorders (n=155) at outpatient anxiety clinic
|[https://serene.me.uk/tests/oci.pdf OCI-R Total]
|-
| OCI-R Total&lt;ref name=&quot;FoaEtAl2002&quot;/&gt;
| 0.82
(N=458)
| 2.98
(18)
| 0.36
| High: OCD (n=215) versus other anxiety disorders (n=243) at outpatient anxiety clinic
|[https://serene.me.uk/tests/oci.pdf OCI-R Total]
|-
| Dimensional Obsessive-Compulsive Scale&lt;ref name=&quot;AbramowitzEtAl2010&quot;/&gt;
| 0.77
(N=513)
| 2.33
(21)
| 0.43
| High: OCD (n=315) versus other anxiety disorders (n=198) at outpatient clinics across the U.S.
|[https://www.unc.edu/~jonabram/DOCS.pdf DOCS]
|-
|Brown Assessment of Beliefs Scale&lt;ref name=&quot;:1&quot; /&gt;
|(N=50)
|
|
|
|[http://www.veale.co.uk/wp-content/uploads/2010/11/BABS_revised_501.pdf BABS]
|-
|}

==[[Evidence based assessment/Process phase|'''Process phase''']]==

=== Treatments ===

==== Cognitive behavioral therapy (CBT) and exposure and response prevention (ERP) ====

*Behavior therapy, specifically ERP, has been established as the treatment of choice for OCD &lt;ref&gt;Whittal M.L., McLean P.D., Söchting I., Koch W.J., Taylor S., Anderson K., Paterson R.'''OCD treatment outcome using behavioral and cognitive approaches'''

Paper presented at the meeting of the Association for Advancement of Behavior Therapy, Miami Beach, FL (1997)&lt;/ref&gt;&lt;ref&gt;{{Cite journal|last=Foa|first=Edna B.|last2=Kozak|first2=Michael J.|title=Beyond the efficacy ceiling? Cognitive behavior therapy in search of theory|url=https://doi.org/10.1016/S0005-7894(97)80019-6|journal=Behavior Therapy|volume=28|issue=4|pages=601–611|doi=10.1016/s0005-7894(97)80019-6}}&lt;/ref&gt;.
*Therapy incorporates ERP and emphasizes cognitive change.
**Therapist will help individual identify anxiety-provoking thoughts and situations.
**Therapist will develop a treatment plan and idiographic “fear hierarchy.”
**Individuals will learn to encounter situations that invoke anxiety without engaging in rituals used to dispel anxiety (ERP).
**Exposures will be done gradually at a pace that is comfortable for the client.
**Therapy will include homework assignments and is designed to offer lifelong skills.
*Therapy includes verbal techniques such as psychoeducation and cognitive restructuring.
*Manuals for reference:
**The therapist guide: Mastery of Obsessive-Compulsive Disorder: A Cognitive Behavioral Approach&lt;ref&gt;E. Foa, M. Kozak Mastery of obsessive–compulsive disorder: A cognitive-behavioral approach Graywind Publications (1997)&lt;/ref&gt; 
**Cognitive Therapy of Obsessive-Compulsive Disorder: A Guide for Professionals (Wilhelm &amp; Steketee)
**Obsessive Compulsive Disorder: Advances in Psychotherapy &lt;ref&gt;{{Cite book|url=https://www.worldcat.org/oclc/70659789|title=Obsessive compulsive disorder|last=S.|first=Abramowitz, Jonathan|date=2006|publisher=Hogrefe &amp; Huber Publishers|isbn=9780889373167|location=Cambridge, MA|oclc=70659789}}&lt;/ref&gt;
*Treatment alliance is a predictor of subsequent change in OCD symptoms&lt;ref&gt;Keeley, M. L., Geffken, G. R., Ricketts, E., McNamara, J. P., &amp; Storch, E. A. (2011). The therapeutic alliance in the cognitive behavioral treatment of pediatric obsessive–compulsive disorder. ''Journal of Anxiety Disorders'', ''25''(7), 855-863.&lt;/ref&gt;. The therapist should provide a “validating and
:encouraging” environment so that clients can tolerate the emotional arousal associated with exposures.

==== Medication ====

*Selective serotonin reuptake inhibitors (SSRIs) are commonly used to treat OCD.
*These antidepressants include:
**[[wikipedia:Fluvoxamine|fluvoxamine]]  
**[[wikipedia:Fluoxetine|fluoxetine]]
**[[wikipedia:Sertraline|sertraline]]  
**[[wikipedia:Paroxetine|paroxetine]] 
**[[wikipedia:Citalopram|citalopram]]  
**[[wikipedia:Clomipramine|clomipramine]] 
**[[wikipedia:Escitalopram|escitalopram]]  
**[[wikipedia:Venlafaxine|venlafaxine]] 
*High doses (relative to doses prescribed for depression) are needed for individuals with OCD.

=== Process and outcome measures ===

==== Clinically significant change benchmarks with common instruments and mood rating scales ====

{| class=&quot;wikitable sortable&quot; border=&quot;1&quot;
|-
| rowspan=1&quot; style=&quot;text-align:center;font-size:130%;&quot; | &lt;b&gt; Measure&lt;/b&gt;
| style=&quot;text-align:center;font-size:130%;&quot; | &lt;b&gt; Subscale&lt;/b&gt;
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:130%&quot; width=&quot;300&quot; | &lt;b&gt; Cut-off scores&lt;/b&gt;
| colspan=&quot;3&quot; style=&quot;text-align:center;font-size:120%&quot; | &lt;b&gt; Critical Change &lt;br&gt; (unstandardized scores)&lt;/b&gt;
|-
| colspan=&quot;8&quot;  span style=&quot;font-size:110%; text-align:center;&quot; | &lt;b&gt; Benchmarks Based on Published Norms&lt;/b&gt;
|-
| colspan=&quot;2&quot; |
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; A&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; B&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; C&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; 95%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; 90%&lt;/b&gt;
| style=&quot;text-align:center;font-size:110%&quot; | &lt;b&gt; SE&lt;sub&gt;difference&lt;/sub&gt;&lt;/b&gt;
|-

| rowspan=&quot;3&quot; style=&quot;text-align:center;&quot; | &lt;b&gt; Yale-Brown Obsessive Compulsive Scale (Y-BOCS-SR)&lt;/b&gt;
| style=&quot;text-align:right;&quot; | &lt;i&gt; Total&lt;/i&gt;
| style=&quot;text-align:center;&quot;| 10.6
| style=&quot;text-align:center;&quot;| 14.4
| style=&quot;text-align:center;&quot;| 12.6
| style=&quot;text-align:center;&quot;| 4.7
| style=&quot;text-align:center;&quot;| 3.9
| style=&quot;text-align:center;&quot;| 2.4
|-
| style=&quot;text-align:right;&quot; | &lt;i&gt; Obsessions&lt;/i&gt;
| style=&quot;text-align:center;&quot;| 6.6
| style=&quot;text-align:center;&quot;| 7.6
| style=&quot;text-align:center;&quot;| 7.0
| style=&quot;text-align:center;&quot;| 2.5
| style=&quot;text-align:center;&quot;| 2.1
| style=&quot;text-align:center;&quot;| 1.3
|-
| style=&quot;text-align:right;&quot; | &lt;i&gt; Compulsions&lt;/i&gt;
| style=&quot;text-align:center;&quot;| 3.5
| style=&quot;text-align:center;&quot;| 8.2
| style=&quot;text-align:center;&quot;| 6.1
| style=&quot;text-align:center;&quot;| 3.6
| style=&quot;text-align:center;&quot;| 3.0
| style=&quot;text-align:center;&quot;| 1.8
|-

| rowspan=&quot;7&quot; style=&quot;text-align:center;&quot; | &lt;b&gt; Obsessive-Compulsive Inventory – Revised (OCI-R)&lt;/b&gt;
| style=&quot;text-align:right;&quot; | &lt;i&gt; Total&lt;/i&gt;
| style=&quot;text-align:center;&quot;| 1.0
| style=&quot;text-align:center;&quot;| 41.0
| style=&quot;text-align:center;&quot;| 23.0
| style=&quot;text-align:center;&quot;| 14.8
| style=&quot;text-align:center;&quot;| 12.5
| style=&quot;text-align:center;&quot;| 7.6
|-
| style=&quot;text-align:right;&quot; | &lt;i&gt; Washing&lt;/i&gt;
| style=&quot;text-align:center;&quot;| n/a
| style=&quot;text-align:center;&quot;| 7.4
| style=&quot;text-align:center;&quot;| 3.1
| style=&quot;text-align:center;&quot;| 3.4
| style=&quot;text-align:center;&quot;| 2.9
| style=&quot;text-align:center;&quot;| 1.7
|-
| style=&quot;text-align:right;&quot; | &lt;i&gt; Checking&lt;/i&gt;
| style=&quot;text-align:center;&quot;| n/a
| style=&quot;text-align:center;&quot;| 8.0
| style=&quot;text-align:center;&quot;| 3.7
| style=&quot;text-align:center;&quot;| 3.0
| style=&quot;text-align:center;&quot;| 2.5
| style=&quot;text-align:center;&quot;| 1.5
|-
| style=&quot;text-align:right;&quot; | &lt;i&gt; Ordering&lt;/i&gt;
| style=&quot;text-align:center;&quot;| n/a
| style=&quot;text-align:center;&quot;| 10.5
| style=&quot;text-align:center;&quot;| 4.6
| style=&quot;text-align:center;&quot;| 3.1
| style=&quot;text-align:center;&quot;| 2.6
| style=&quot;text-align:center;&quot;| 1.6
|-
| style=&quot;text-align:right;&quot; | &lt;i&gt; Obsessing&lt;/i&gt;
| style=&quot;text-align:center;&quot;| n/a
| style=&quot;text-align:center;&quot;| 8.3
| style=&quot;text-align:center;&quot;| 4.7
| style=&quot;text-align:center;&quot;| 3.8
| style=&quot;text-align:center;&quot;| 3.2
| style=&quot;text-align:center;&quot;| 1.9
|-
| style=&quot;text-align:right;&quot; | &lt;i&gt; Hoarding&lt;/i&gt;
| style=&quot;text-align:center;&quot;| n/a
| style=&quot;text-align:center;&quot;| 9.8
| style=&quot;text-align:center;&quot;| 4.1
| style=&quot;text-align:center;&quot;| 2.8
| style=&quot;text-align:center;&quot;| 2.4
| style=&quot;text-align:center;&quot;| 1.4
|-
| style=&quot;text-align:right;&quot; | &lt;i&gt; Neutralizing&lt;/i&gt;
| style=&quot;text-align:center;&quot;| n/a
| style=&quot;text-align:center;&quot;| 6.2
| style=&quot;text-align:center;&quot;| 2.3
| style=&quot;text-align:center;&quot;| 3.0
| style=&quot;text-align:center;&quot;| 2.5
| style=&quot;text-align:center;&quot;| 1.5
|-

| rowspan=&quot;7&quot; style=&quot;text-align:center;&quot; | &lt;b&gt; Dimensional Obsessive Compulsive Scale (DOCS)&lt;/b&gt;
| style=&quot;text-align:right;&quot; | &lt;i&gt; Total&lt;/i&gt;
| style=&quot;text-align:center;&quot;| n/a
| style=&quot;text-align:center;&quot;| 31.7
| style=&quot;text-align:center;&quot;| 19.0
| style=&quot;text-align:center;&quot;| 10.3
| style=&quot;text-align:center;&quot;| 8.7
| style=&quot;text-align:center;&quot;| 5.3
|-
| style=&quot;text-align:right;&quot; | &lt;i&gt; Contamination&lt;/i&gt;
| style=&quot;text-align:center;&quot;| n/a
| style=&quot;text-align:center;&quot;| 7.8
| style=&quot;text-align:center;&quot;| 3.4
| style=&quot;text-align:center;&quot;| 2.4
| style=&quot;text-align:center;&quot;| 2.0
| style=&quot;text-align:center;&quot;| 1.2
|-
| style=&quot;text-align:right;&quot; | &lt;i&gt; Responsibility for Harm&lt;/i&gt;
| style=&quot;text-align:center;&quot;| n/a
| style=&quot;text-align:center;&quot;| 8.7
| style=&quot;text-align:center;&quot;| 4.4
| style=&quot;text-align:center;&quot;| 2.4
| style=&quot;text-align:center;&quot;| 2.0
| style=&quot;text-align:center;&quot;| 1.2
|-
| style=&quot;text-align:right;&quot; | &lt;i&gt; Unacceptable Thoughts&lt;/i&gt;
| style=&quot;text-align:center;&quot;| n/a
| style=&quot;text-align:center;&quot;| 9.6
| style=&quot;text-align:center;&quot;| 5.4
| style=&quot;text-align:center;&quot;| 2.5
| style=&quot;text-align:center;&quot;| 2.1
| style=&quot;text-align:center;&quot;| 1.3
|-
| style=&quot;text-align:right;&quot; | &lt;i&gt; Symmetry&lt;/i&gt;
| style=&quot;text-align:center;&quot;| n/a
| style=&quot;text-align:center;&quot;| 7.9
| style=&quot;text-align:center;&quot;| 3.6
| style=&quot;text-align:center;&quot;| 2.2
| style=&quot;text-align:center;&quot;| 1.8
| style=&quot;text-align:center;&quot;| 1.1
|-
|}

'''Note:''' “A” = Away from the clinical range – moving at least 2 standard deviations away from clinical mean; “B” = Back into the nonclinical range – moving within 2 standard deviations of the nonclinical mean; “C” = Closer to the nonclinical than clinical mean – crossing the weighted average of the two groups.

=== Process measures ===
*Quality of Life
**Sheehan Disability Scale&lt;ref&gt;Sheehan DV, Harnett-Sheehan K, Raj BA. 1996. The measurement of disability. Int Clin Psychopharmacol 11(Suppl 3): 89–95.&lt;/ref&gt;
**[http://www.jstor.org/stable/pdf/3765819.pdf?refreqid=excelsior%3A9dcc715f829676edec9bc2c7be1478fa Medical Outcomes Study (MOS) 36-Item Short Form (SF-36) Health Survey]&lt;ref&gt;McHorney, C., Ware, J., &amp; Raczek, A. (1993). The MOS 36-Item Short-Form Health Survey (SF-36): II. Psychometric and Clinical Tests of Validity in Measuring Physical and Mental Health Constructs. ''Medical Care,'' ''31''(3), 247-263. Retrieved from &lt;nowiki&gt;http://www.jstor.org/stable/3765819&lt;/nowiki&gt;&lt;/ref&gt;
*Compulsions scale of YBOCS
*SUDS Ratings

== External Links == 
*[https://sccap53.org Society of Clinical Child and Adolescent Psychology]
*[http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/self-injurious-thoughts-and-behaviors/ EffectiveChildTherapy.Org information on rule-breaking, defiance, and acting out]
*For information on conducting Exposure Therapy for anxiety disordered youth, see [https://www.bravepracticeforkids.com/ www.BravePracticeForKids.com]

== References ==
{{collapse top|Click here for references}}
{{Reflist|2|refs=

&lt;ref name=&quot;EAYfuturedirections&quot;&gt; Youngstrom, E. A. (2013). Future directions in psychological assessment: Combining evidence-based medicine innovations with psychology's historical strengths to enhance utility. Journal of Clinical Child and Adolescent Psychology, 42(1), 139-159. &lt;/ref&gt;

&lt;ref name=&quot;strauss2011&quot;&gt; Strauss, S. E., Glasziou, P., Richardson, W. S., &amp; Haynes, R. B. (2011). Evidence-based medicine: How to practice and teach EBM (4th ed.). New York, NY: Churchill Livingstone. &lt;/ref&gt;

&lt;ref name=&quot;sackett&quot;&gt; Sackett, D. L., Straus, S. E., Richardson, W. S., Rosenberg, W., &amp; Haynes, R. B. (2000). Evidence-based medicine: How to practice and teach EBM. Edinburgh: Churchill Livingstone. &lt;/ref&gt;

&lt;ref name=&quot;RuscioEtAl2010&quot;&gt;{{cite journal|last1=Ruscio|first1=AM|last2=Stein|first2=DJ|last3=Chiu|first3=WT|last4=Kessler|first4=RC|title=The epidemiology of obsessive-compulsive disorder in the National Comorbidity Survey Replication.|journal=Molecular psychiatry|date=January 2010|volume=15|issue=1|pages=53-63|pmid=18725912}}&lt;/ref&gt;

&lt;ref name=&quot;KarnoEtAl1988&quot;&gt;{{cite journal|last1=Karno|first1=M|last2=Golding|first2=JM|last3=Sorenson|first3=SB|last4=Burnam|first4=MA|title=The epidemiology of obsessive-compulsive disorder in five US communities.|journal=Archives of general psychiatry|date=December 1988|volume=45|issue=12|pages=1094-9|pmid=3264144}}&lt;/ref&gt;

&lt;ref name=&quot;MohammadiEtAl2004&quot;&gt;{{cite journal|last1=Mohammadi|first1=MR|last2=Ghanizadeh|first2=A|last3=Rahgozar|first3=M|last4=Noorbala|first4=AA|last5=Davidian|first5=H|last6=Afzali|first6=HM|last7=Naghavi|first7=HR|last8=Yazdi|first8=SA|last9=Saberi|first9=SM|last10=Mesgarpour|first10=B|last11=Akhondzadeh|first11=S|last12=Alaghebandrad|first12=J|last13=Tehranidoost|first13=M|title=Prevalence of obsessive-compulsive disorder in Iran.|journal=BMC psychiatry|date=14 February 2004|volume=4|pages=2|pmid=15018627}}&lt;/ref&gt;

&lt;ref name=&quot;HimleEtAl2008&quot;&gt;{{cite journal|last1=Himle|first1=JA|last2=Muroff|first2=JR|last3=Taylor|first3=RJ|last4=Baser|first4=RE|last5=Abelson|first5=JM|last6=Hanna|first6=GL|last7=Abelson|first7=JL|last8=Jackson|first8=JS|title=Obsessive-compulsive disorder among African Americans and blacks of Caribbean descent: results from the National Survey of American Life.|journal=Depression and anxiety|date=2008|volume=25|issue=12|pages=993-1005|pmid=18833577}}&lt;/ref&gt;

&lt;ref name=&quot;SubramaniamEtAl2012&quot;&gt;{{cite journal|last1=Subramaniam|first1=M|last2=Abdin|first2=E|last3=Vaingankar|first3=JA|last4=Chong|first4=SA|title=Obsessive--compulsive disorder: prevalence, correlates, help-seeking and quality of life in a multiracial Asian population.|journal=Social psychiatry and psychiatric epidemiology|date=December 2012|volume=47|issue=12|pages=2035-43|pmid=22526825}}&lt;/ref&gt;

&lt;ref name=&quot;LordEtAl2011&quot;&gt;{{cite journal|last1=Lord|first1=C|last2=Hall|first2=G|last3=Soares|first3=CN|last4=Steiner|first4=M|title=Physiological stress response in postpartum women with obsessive-compulsive disorder: A pilot study.|journal=Psychoneuroendocrinology|date=January 2011|volume=36|issue=1|pages=133-8|pmid=20537805}}&lt;/ref&gt;

&lt;ref name=&quot;FoaEtAl2002&quot;&gt;{{cite journal|last1=Foa|first1=EB|last2=Huppert|first2=JD|last3=Leiberg|first3=S|last4=Langner|first4=R|last5=Kichic|first5=R|last6=Hajcak|first6=G|last7=Salkovskis|first7=PM|title=The Obsessive-Compulsive Inventory: development and validation of a short version.|journal=Psychological assessment|date=December 2002|volume=14|issue=4|pages=485-96|pmid=12501574}}&lt;/ref&gt;

&lt;ref name=&quot;SteketeeEtAl1996&quot;&gt;{{cite journal|last1=Steketee|first1=G|last2=Frost|first2=R|last3=Bogart|first3=K|title=The Yale-Brown Obsessive Compulsive Scale: interview versus self-report.|journal=Behaviour research and therapy|date=August 1996|volume=34|issue=8|pages=675-84|pmid=8870295}}&lt;/ref&gt;

&lt;ref name=&quot;AbramowitzDeacon2005&quot;&gt;{{cite journal|last1=Abramowitz|first1=Jonathan S.|last2=Deacon|first2=Brett J.|title=Psychometric properties and construct validity of the Obsessive–Compulsive Inventory—Revised: Replication and extension with a clinical sample|journal=Journal of Anxiety Disorders|date=January 2006|volume=20|issue=8|pages=1016–1035|doi=10.1016/j.janxdis.2006.03.001}}&lt;/ref&gt;

&lt;ref name=&quot;AbramowitzEtAl2010&quot;&gt;{{cite journal|last1=Abramowitz|first1=JS|last2=Deacon|first2=BJ|last3=Olatunji|first3=BO|last4=Wheaton|first4=MG|last5=Berman|first5=NC|last6=Losardo|first6=D|last7=Timpano|first7=KR|last8=McGrath|first8=PB|last9=Riemann|first9=BC|last10=Adams|first10=T|last11=Björgvinsson|first11=T|last12=Storch|first12=EA|last13=Hale|first13=LR|title=Assessment of obsessive-compulsive symptom dimensions: development and evaluation of the Dimensional Obsessive-Compulsive Scale.|journal=Psychological assessment|date=March 2010|volume=22|issue=1|pages=180-98|pmid=20230164}}&lt;/ref&gt;

}}
{{collapse bottom|Click here for references}}
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    <title>File:ARM.2ASM.Exception.20220720.pdf</title>
    <ns>6</ns>
    <id>285573</id>
    <revision>
      <id>2408584</id>
      <timestamp>2022-07-22T02:06:36Z</timestamp>
      <contributor>
        <username>Young1lim</username>
        <id>21186</id>
      </contributor>
      <comment>{{Information
|Description=ARM.2ASM: Exceptions (20220720 - 20220719)
|Source={{own|Young1lim}}
|Date=2022-07-22
|Author=Young W. Lim
|Permission={{GFDL}}
}}</comment>
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      <format>text/x-wiki</format>
      <text bytes="230" xml:space="preserve">== Summary ==
{{Information
|Description=ARM.2ASM: Exceptions (20220720 - 20220719)
|Source={{own|Young1lim}}
|Date=2022-07-22
|Author=Young W. Lim
|Permission={{GFDL}}
}}
== Licensing ==
{{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}}</text>
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  <page>
    <title>File:ARM.2ASM.VIC.20220721.pdf</title>
    <ns>6</ns>
    <id>285574</id>
    <revision>
      <id>2408585</id>
      <timestamp>2022-07-22T02:07:26Z</timestamp>
      <contributor>
        <username>Young1lim</username>
        <id>21186</id>
      </contributor>
      <comment>{{Information
|Description=ARM.2ASM: Vector Interrupt Controller (20220721 - 20220720)
|Source={{own|Young1lim}}
|Date=2022-07-22
|Author=Young W. Lim
|Permission={{GFDL}}
}}</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="247" xml:space="preserve">== Summary ==
{{Information
|Description=ARM.2ASM: Vector Interrupt Controller (20220721 - 20220720)
|Source={{own|Young1lim}}
|Date=2022-07-22
|Author=Young W. Lim
|Permission={{GFDL}}
}}
== Licensing ==
{{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}}</text>
      <sha1>6asaxaqftfbhqj65c4lh4ewk6qgvc3q</sha1>
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  <page>
    <title>User:Jtwsaddress42/Gallery/Monod-Wyman-Changeux Model</title>
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    <id>285575</id>
    <revision>
      <id>2408586</id>
      <timestamp>2022-07-22T02:13:20Z</timestamp>
      <contributor>
        <username>Jtwsaddress42</username>
        <id>234843</id>
      </contributor>
      <comment>New resource with &quot;{| align= center | style=&quot;font-size:85%&quot; |{{Gallery  | title =  ''Monod-Wyman-Changeux Model''  | width = 100  | height = 100  | align= center  | File:Allostery.png | alt1= Allostery | Allostery  | File:MWC structure.png | alt2= MWC_Structure | MWC Structure  | File:Hill Plot MWC model.png | alt3= Hill Plot for MWC Model | Hill Plot for MWC Model }} |}&quot;</comment>
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      <format>text/x-wiki</format>
      <text bytes="354" xml:space="preserve">{| align= center | style=&quot;font-size:85%&quot;
|{{Gallery
 | title =  ''Monod-Wyman-Changeux Model''
 | width = 100
 | height = 100
 | align= center
 | File:Allostery.png | alt1= Allostery | Allostery
 | File:MWC structure.png | alt2= MWC_Structure | MWC Structure
 | File:Hill Plot MWC model.png | alt3= Hill Plot for MWC Model | Hill Plot for MWC Model
}}
|}</text>
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  </page>
  <page>
    <title>User:Jtwsaddress42/Gallery/Chomskian Linguistics</title>
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    <id>285577</id>
    <revision>
      <id>2408605</id>
      <timestamp>2022-07-22T02:28:24Z</timestamp>
      <contributor>
        <username>Jtwsaddress42</username>
        <id>234843</id>
      </contributor>
      <comment>New resource with &quot;{| align= center | style=&quot;font-size:85%&quot; |{{Gallery  | title =  ''Chomskian Linguistics''  | width = 100  | height = 100  | align= center  | File:Syntactic Structures Front Cover (1957 first edition).jpg | alt1= Syntactic Structures (1957 first edition) | Syntactic Structures (1957 first edition)  | File:Current Issues in Linguistic Theory Front Cover (1964 first edition).jpg | alt2= Current Issues in Linguistic Theory (1964 first edition) | Current Issues in Linguistic...&quot;</comment>
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      <format>text/x-wiki</format>
      <text bytes="958" xml:space="preserve">{| align= center | style=&quot;font-size:85%&quot;
|{{Gallery
 | title =  ''Chomskian Linguistics''
 | width = 100
 | height = 100
 | align= center
 | File:Syntactic Structures Front Cover (1957 first edition).jpg | alt1= Syntactic Structures (1957 first edition) | Syntactic Structures (1957 first edition)
 | File:Current Issues in Linguistic Theory Front Cover (1964 first edition).jpg | alt2= Current Issues in Linguistic Theory (1964 first edition) | Current Issues in Linguistic Theory (1964 first edition)
 | File:Chomsky-Syntactic-Structures-Grammar-Model.jpg | alt3= Chomsky's Syntactic Structures Grammar Model | Chomsky's Syntactic Structures Grammar Model
 | File:Tree Diagram for Chomsky's Sentence.png | alt4= Tree Diagram for Chomsky's Sentence | Tree Diagram for Chomsky's Sentence
 | File:Aspects Grammar Model.jpg | alt5= Aspects Grammar Model | Aspects Grammar Model
 | File:Chomsky-hierarchy.svg | alt6= Chomsky-hierarchy | Chomsky-hierarchy
 }}
|}</text>
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    </revision>
  </page>
  <page>
    <title>Sylheti Dialect</title>
    <ns>0</ns>
    <id>285578</id>
    <redirect title="Sylheti language" />
    <revision>
      <id>2408610</id>
      <timestamp>2022-07-22T02:32:22Z</timestamp>
      <contributor>
        <username>Dave Braunschweig</username>
        <id>426084</id>
      </contributor>
      <comment>Dave Braunschweig moved page [[Sylheti Dialect]] to [[Sylheti language]]: Rename</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="30" xml:space="preserve">#REDIRECT [[Sylheti language]]</text>
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    </revision>
  </page>
  <page>
    <title>Sylheti Dialect/Adjectives</title>
    <ns>0</ns>
    <id>285579</id>
    <redirect title="Sylheti language/Adjectives" />
    <revision>
      <id>2408612</id>
      <timestamp>2022-07-22T02:32:22Z</timestamp>
      <contributor>
        <username>Dave Braunschweig</username>
        <id>426084</id>
      </contributor>
      <comment>Dave Braunschweig moved page [[Sylheti Dialect/Adjectives]] to [[Sylheti language/Adjectives]]: Rename</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="41" xml:space="preserve">#REDIRECT [[Sylheti language/Adjectives]]</text>
      <sha1>gmddeq9d3v22hytb09igxuuwlayjp0d</sha1>
    </revision>
  </page>
  <page>
    <title>Sylheti Dialect/Animals</title>
    <ns>0</ns>
    <id>285580</id>
    <redirect title="Sylheti language/Animals" />
    <revision>
      <id>2408614</id>
      <timestamp>2022-07-22T02:32:23Z</timestamp>
      <contributor>
        <username>Dave Braunschweig</username>
        <id>426084</id>
      </contributor>
      <comment>Dave Braunschweig moved page [[Sylheti Dialect/Animals]] to [[Sylheti language/Animals]]: Rename</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="38" xml:space="preserve">#REDIRECT [[Sylheti language/Animals]]</text>
      <sha1>aewgigvk57xdqjy7d3afj0738l5jm4u</sha1>
    </revision>
  </page>
  <page>
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    <ns>0</ns>
    <id>285581</id>
    <redirect title="Sylheti language/Asking Questions" />
    <revision>
      <id>2408616</id>
      <timestamp>2022-07-22T02:32:23Z</timestamp>
      <contributor>
        <username>Dave Braunschweig</username>
        <id>426084</id>
      </contributor>
      <comment>Dave Braunschweig moved page [[Sylheti Dialect/Asking Questions]] to [[Sylheti language/Asking Questions]]: Rename</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="47" xml:space="preserve">#REDIRECT [[Sylheti language/Asking Questions]]</text>
      <sha1>pq1uqxmkdxiutoari820evrh61mi38t</sha1>
    </revision>
  </page>
  <page>
    <title>Sylheti Dialect/Belief and religion</title>
    <ns>0</ns>
    <id>285582</id>
    <redirect title="Sylheti language/Belief and religion" />
    <revision>
      <id>2408618</id>
      <timestamp>2022-07-22T02:32:23Z</timestamp>
      <contributor>
        <username>Dave Braunschweig</username>
        <id>426084</id>
      </contributor>
      <comment>Dave Braunschweig moved page [[Sylheti Dialect/Belief and religion]] to [[Sylheti language/Belief and religion]]: Rename</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="50" xml:space="preserve">#REDIRECT [[Sylheti language/Belief and religion]]</text>
      <sha1>r81nwe3vda4qcwsr1qt1agwnyu9hs3d</sha1>
    </revision>
  </page>
  <page>
    <title>Sylheti Dialect/Characteristics of Objects</title>
    <ns>0</ns>
    <id>285583</id>
    <redirect title="Sylheti language/Characteristics of Objects" />
    <revision>
      <id>2408620</id>
      <timestamp>2022-07-22T02:32:23Z</timestamp>
      <contributor>
        <username>Dave Braunschweig</username>
        <id>426084</id>
      </contributor>
      <comment>Dave Braunschweig moved page [[Sylheti Dialect/Characteristics of Objects]] to [[Sylheti language/Characteristics of Objects]]: Rename</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="57" xml:space="preserve">#REDIRECT [[Sylheti language/Characteristics of Objects]]</text>
      <sha1>iclt10plabpsumoh4nnq0uttnotgkr0</sha1>
    </revision>
  </page>
  <page>
    <title>Sylheti Dialect/Expressing Obligation with Verb</title>
    <ns>0</ns>
    <id>285584</id>
    <redirect title="Sylheti language/Expressing Obligation with Verb" />
    <revision>
      <id>2408622</id>
      <timestamp>2022-07-22T02:32:23Z</timestamp>
      <contributor>
        <username>Dave Braunschweig</username>
        <id>426084</id>
      </contributor>
      <comment>Dave Braunschweig moved page [[Sylheti Dialect/Expressing Obligation with Verb]] to [[Sylheti language/Expressing Obligation with Verb]]: Rename</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="62" xml:space="preserve">#REDIRECT [[Sylheti language/Expressing Obligation with Verb]]</text>
      <sha1>fi7ks8hzdfxvwy03irdeu8dgdecqtr6</sha1>
    </revision>
  </page>
  <page>
    <title>Sylheti Dialect/Expressing Opposition</title>
    <ns>0</ns>
    <id>285585</id>
    <redirect title="Sylheti language/Expressing Opposition" />
    <revision>
      <id>2408624</id>
      <timestamp>2022-07-22T02:32:24Z</timestamp>
      <contributor>
        <username>Dave Braunschweig</username>
        <id>426084</id>
      </contributor>
      <comment>Dave Braunschweig moved page [[Sylheti Dialect/Expressing Opposition]] to [[Sylheti language/Expressing Opposition]]: Rename</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="52" xml:space="preserve">#REDIRECT [[Sylheti language/Expressing Opposition]]</text>
      <sha1>a5ylw5vspj1yhxswgrdk9aercmg3xcf</sha1>
    </revision>
  </page>
  <page>
    <title>Sylheti Dialect/Expressing locative information</title>
    <ns>0</ns>
    <id>285586</id>
    <redirect title="Sylheti language/Expressing locative information" />
    <revision>
      <id>2408626</id>
      <timestamp>2022-07-22T02:32:24Z</timestamp>
      <contributor>
        <username>Dave Braunschweig</username>
        <id>426084</id>
      </contributor>
      <comment>Dave Braunschweig moved page [[Sylheti Dialect/Expressing locative information]] to [[Sylheti language/Expressing locative information]]: Rename</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="62" xml:space="preserve">#REDIRECT [[Sylheti language/Expressing locative information]]</text>
      <sha1>njgvhr04so5jmftcwimd4wf969tdxjs</sha1>
    </revision>
  </page>
  <page>
    <title>Sylheti Dialect/Expressing temporal information</title>
    <ns>0</ns>
    <id>285587</id>
    <redirect title="Sylheti language/Expressing temporal information" />
    <revision>
      <id>2408628</id>
      <timestamp>2022-07-22T02:32:24Z</timestamp>
      <contributor>
        <username>Dave Braunschweig</username>
        <id>426084</id>
      </contributor>
      <comment>Dave Braunschweig moved page [[Sylheti Dialect/Expressing temporal information]] to [[Sylheti language/Expressing temporal information]]: Rename</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="62" xml:space="preserve">#REDIRECT [[Sylheti language/Expressing temporal information]]</text>
      <sha1>732y5a52x4yiy73mrwlp6fsduthgyjz</sha1>
    </revision>
  </page>
  <page>
    <title>Sylheti Dialect/Family</title>
    <ns>0</ns>
    <id>285588</id>
    <redirect title="Sylheti language/Family" />
    <revision>
      <id>2408630</id>
      <timestamp>2022-07-22T02:32:24Z</timestamp>
      <contributor>
        <username>Dave Braunschweig</username>
        <id>426084</id>
      </contributor>
      <comment>Dave Braunschweig moved page [[Sylheti Dialect/Family]] to [[Sylheti language/Family]]: Rename</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="37" xml:space="preserve">#REDIRECT [[Sylheti language/Family]]</text>
      <sha1>6krggu513xk0wha0q57eceyfunvj4g3</sha1>
    </revision>
  </page>
  <page>
    <title>Sylheti Dialect/Geography and nationalities</title>
    <ns>0</ns>
    <id>285589</id>
    <redirect title="Sylheti language/Geography and nationalities" />
    <revision>
      <id>2408632</id>
      <timestamp>2022-07-22T02:32:25Z</timestamp>
      <contributor>
        <username>Dave Braunschweig</username>
        <id>426084</id>
      </contributor>
      <comment>Dave Braunschweig moved page [[Sylheti Dialect/Geography and nationalities]] to [[Sylheti language/Geography and nationalities]]: Rename</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="58" xml:space="preserve">#REDIRECT [[Sylheti language/Geography and nationalities]]</text>
      <sha1>gxlarfxgkpavmjlv5yw0j7igl55whou</sha1>
    </revision>
  </page>
  <page>
    <title>Sylheti Dialect/Greetings and basic polite expressions</title>
    <ns>0</ns>
    <id>285590</id>
    <redirect title="Sylheti language/Greetings and basic polite expressions" />
    <revision>
      <id>2408634</id>
      <timestamp>2022-07-22T02:32:25Z</timestamp>
      <contributor>
        <username>Dave Braunschweig</username>
        <id>426084</id>
      </contributor>
      <comment>Dave Braunschweig moved page [[Sylheti Dialect/Greetings and basic polite expressions]] to [[Sylheti language/Greetings and basic polite expressions]]: Rename</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="69" xml:space="preserve">#REDIRECT [[Sylheti language/Greetings and basic polite expressions]]</text>
      <sha1>0ociu8t9wys2jjtn8qjd1mk1hbnxsr2</sha1>
    </revision>
  </page>
  <page>
    <title>Sylheti Dialect/Human Body</title>
    <ns>0</ns>
    <id>285591</id>
    <redirect title="Sylheti language/Human Body" />
    <revision>
      <id>2408636</id>
      <timestamp>2022-07-22T02:32:25Z</timestamp>
      <contributor>
        <username>Dave Braunschweig</username>
        <id>426084</id>
      </contributor>
      <comment>Dave Braunschweig moved page [[Sylheti Dialect/Human Body]] to [[Sylheti language/Human Body]]: Rename</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="41" xml:space="preserve">#REDIRECT [[Sylheti language/Human Body]]</text>
      <sha1>dcscx0qaz62nors5rhyqc7b933i8pca</sha1>
    </revision>
  </page>
  <page>
    <title>Sylheti Dialect/Languages</title>
    <ns>0</ns>
    <id>285592</id>
    <redirect title="Sylheti language/Languages" />
    <revision>
      <id>2408638</id>
      <timestamp>2022-07-22T02:32:25Z</timestamp>
      <contributor>
        <username>Dave Braunschweig</username>
        <id>426084</id>
      </contributor>
      <comment>Dave Braunschweig moved page [[Sylheti Dialect/Languages]] to [[Sylheti language/Languages]]: Rename</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="40" xml:space="preserve">#REDIRECT [[Sylheti language/Languages]]</text>
      <sha1>ms7j64k25cswi52sj8kkkqq95h7nqgh</sha1>
    </revision>
  </page>
  <page>
    <title>Sylheti Dialect/Numbers</title>
    <ns>0</ns>
    <id>285593</id>
    <redirect title="Sylheti language/Numbers" />
    <revision>
      <id>2408640</id>
      <timestamp>2022-07-22T02:32:25Z</timestamp>
      <contributor>
        <username>Dave Braunschweig</username>
        <id>426084</id>
      </contributor>
      <comment>Dave Braunschweig moved page [[Sylheti Dialect/Numbers]] to [[Sylheti language/Numbers]]: Rename</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="38" xml:space="preserve">#REDIRECT [[Sylheti language/Numbers]]</text>
      <sha1>4bif7asqfl2fnw3jbv4mrwsgvffeqci</sha1>
    </revision>
  </page>
  <page>
    <title>Sylheti Dialect/Pronouns</title>
    <ns>0</ns>
    <id>285594</id>
    <redirect title="Sylheti language/Pronouns" />
    <revision>
      <id>2408642</id>
      <timestamp>2022-07-22T02:32:26Z</timestamp>
      <contributor>
        <username>Dave Braunschweig</username>
        <id>426084</id>
      </contributor>
      <comment>Dave Braunschweig moved page [[Sylheti Dialect/Pronouns]] to [[Sylheti language/Pronouns]]: Rename</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="39" xml:space="preserve">#REDIRECT [[Sylheti language/Pronouns]]</text>
      <sha1>22xou5fs3eym2dy4451meltoonfbs8w</sha1>
    </revision>
  </page>
  <page>
    <title>Sylheti Dialect/Relationships</title>
    <ns>0</ns>
    <id>285595</id>
    <redirect title="Sylheti language/Relationships" />
    <revision>
      <id>2408644</id>
      <timestamp>2022-07-22T02:32:26Z</timestamp>
      <contributor>
        <username>Dave Braunschweig</username>
        <id>426084</id>
      </contributor>
      <comment>Dave Braunschweig moved page [[Sylheti Dialect/Relationships]] to [[Sylheti language/Relationships]]: Rename</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="44" xml:space="preserve">#REDIRECT [[Sylheti language/Relationships]]</text>
      <sha1>kx2ws11q3w1z1mq7bljodbvlkx13r3d</sha1>
    </revision>
  </page>
  <page>
    <title>Sylheti Dialect/Time</title>
    <ns>0</ns>
    <id>285596</id>
    <redirect title="Sylheti language/Time" />
    <revision>
      <id>2408646</id>
      <timestamp>2022-07-22T02:32:26Z</timestamp>
      <contributor>
        <username>Dave Braunschweig</username>
        <id>426084</id>
      </contributor>
      <comment>Dave Braunschweig moved page [[Sylheti Dialect/Time]] to [[Sylheti language/Time]]: Rename</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="35" xml:space="preserve">#REDIRECT [[Sylheti language/Time]]</text>
      <sha1>11404gcumcztv4fpf805y0qhhs4hct4</sha1>
    </revision>
  </page>
  <page>
    <title>Sylheti Dialect/Verbs</title>
    <ns>0</ns>
    <id>285597</id>
    <redirect title="Sylheti language/Verbs" />
    <revision>
      <id>2408648</id>
      <timestamp>2022-07-22T02:32:26Z</timestamp>
      <contributor>
        <username>Dave Braunschweig</username>
        <id>426084</id>
      </contributor>
      <comment>Dave Braunschweig moved page [[Sylheti Dialect/Verbs]] to [[Sylheti language/Verbs]]: Rename</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="36" xml:space="preserve">#REDIRECT [[Sylheti language/Verbs]]</text>
      <sha1>c6f30p42ynd4ono91qbnvb5sv2is7g6</sha1>
    </revision>
  </page>
  <page>
    <title>User talk:WikiNovaGate</title>
    <ns>3</ns>
    <id>285599</id>
    <revision>
      <id>2408651</id>
      <timestamp>2022-07-22T02:43:27Z</timestamp>
      <contributor>
        <username>Dave Braunschweig</username>
        <id>426084</id>
      </contributor>
      <comment>Welcome</comment>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="2766" xml:space="preserve">{{Robelbox|theme=9|title=Welcome!|width=100%}}
&lt;div style=&quot;{{Robelbox/pad}}&quot;&gt;
'''Hello and [[Wikiversity:Welcome|Welcome]] to [[Wikiversity:What is Wikiversity|Wikiversity]] WikiNovaGate!''' You can [[Wikiversity:Contact|contact us]] with [[Wikiversity:Questions|questions]] at the [[Wikiversity:Colloquium|colloquium]] or [[User talk:Dave Braunschweig|me personally]] when you need [[Help:Contents|help]]. Please remember to [[Wikiversity:Signature|sign and date]] your finished comments when [[Wikiversity:Who are Wikiversity participants?|participating]] in [[Wikiversity:Talk page|discussions]]. The signature icon [[File:OOjs UI icon signature-ltr.svg]] above the edit window makes it simple. All users are expected to abide by our [[Wikiversity:Privacy policy|Privacy]], [[Wikiversity:Civility|Civility]], and the [[Foundation:Terms of Use|Terms of Use]] policies while at Wikiversity.

To [[Wikiversity:Introduction|get started]], you may
&lt;!-- The Left column --&gt;
&lt;div style=&quot;width:50.0%; float:left&quot;&gt;
* [[Help:guides|Take a guided tour]] and learn [[Help:Editing|to edit]].
* Visit a (kind of) [[Wikiversity:Random|random project]].
* [[Wikiversity:Browse|Browse]] Wikiversity, or visit a portal corresponding to your educational level: [[Portal: Pre-school Education|pre-school]], [[Portal: Primary Education|primary]], [[Portal:Secondary Education|secondary]], [[Portal:Tertiary Education|tertiary]], [[Portal:Non-formal Education|non-formal education]].
* Find out about [[Wikiversity:Research|research]] activities on Wikiversity.
* [[Wikiversity:Introduction explore|Explore]] Wikiversity with the links to your left.
&lt;/div&gt;
&lt;!-- The Right column --&gt;
&lt;div style=&quot;width:50.0%; float:left&quot;&gt;
* Enable VisualEditor under [[Special:Preferences#mw-prefsection-betafeatures|Beta]] settings to make article editing easier.
* Read an [[Wikiversity:Wikiversity teachers|introduction for teachers]] and find out [[Help:How to write an educational resource|how to write an educational resource]] for Wikiversity.
* Give [[Wikiversity:Feedback|feedback]] about your initial observations.
* Discuss Wikiversity issues or ask questions at the [[Wikiversity:Colloquium|colloquium]].
* [[Wikiversity:Chat|Chat]] with other Wikiversitans on [[:freenode:wikiversity|&lt;kbd&gt;#wikiversity&lt;/kbd&gt;]].
&lt;/div&gt;
&lt;br clear=&quot;both&quot;/&gt;

You do not need to be an educator to edit. You only need to [[Wikiversity:Be bold|be bold]] to contribute and to experiment with the [[wikiversity:sandbox|sandbox]] or [[special:mypage|your userpage]]. See you around Wikiversity! --[[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 02:43, 22 July 2022 (UTC)&lt;/div&gt;
&lt;!-- Template:Welcome --&gt;
{{Robelbox/close}}</text>
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  </page>
  <page>
    <title>User talk:Sophiebirky</title>
    <ns>3</ns>
    <id>285600</id>
    <revision>
      <id>2408652</id>
      <timestamp>2022-07-22T02:44:21Z</timestamp>
      <contributor>
        <username>Dave Braunschweig</username>
        <id>426084</id>
      </contributor>
      <comment>Welcome</comment>
      <model>wikitext</model>
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      <text bytes="2765" xml:space="preserve">{{Robelbox|theme=9|title=Welcome!|width=100%}}
&lt;div style=&quot;{{Robelbox/pad}}&quot;&gt;
'''Hello and [[Wikiversity:Welcome|Welcome]] to [[Wikiversity:What is Wikiversity|Wikiversity]] Sophiebirky!''' You can [[Wikiversity:Contact|contact us]] with [[Wikiversity:Questions|questions]] at the [[Wikiversity:Colloquium|colloquium]] or [[User talk:Dave Braunschweig|me personally]] when you need [[Help:Contents|help]]. Please remember to [[Wikiversity:Signature|sign and date]] your finished comments when [[Wikiversity:Who are Wikiversity participants?|participating]] in [[Wikiversity:Talk page|discussions]]. The signature icon [[File:OOjs UI icon signature-ltr.svg]] above the edit window makes it simple. All users are expected to abide by our [[Wikiversity:Privacy policy|Privacy]], [[Wikiversity:Civility|Civility]], and the [[Foundation:Terms of Use|Terms of Use]] policies while at Wikiversity.

To [[Wikiversity:Introduction|get started]], you may
&lt;!-- The Left column --&gt;
&lt;div style=&quot;width:50.0%; float:left&quot;&gt;
* [[Help:guides|Take a guided tour]] and learn [[Help:Editing|to edit]].
* Visit a (kind of) [[Wikiversity:Random|random project]].
* [[Wikiversity:Browse|Browse]] Wikiversity, or visit a portal corresponding to your educational level: [[Portal: Pre-school Education|pre-school]], [[Portal: Primary Education|primary]], [[Portal:Secondary Education|secondary]], [[Portal:Tertiary Education|tertiary]], [[Portal:Non-formal Education|non-formal education]].
* Find out about [[Wikiversity:Research|research]] activities on Wikiversity.
* [[Wikiversity:Introduction explore|Explore]] Wikiversity with the links to your left.
&lt;/div&gt;
&lt;!-- The Right column --&gt;
&lt;div style=&quot;width:50.0%; float:left&quot;&gt;
* Enable VisualEditor under [[Special:Preferences#mw-prefsection-betafeatures|Beta]] settings to make article editing easier.
* Read an [[Wikiversity:Wikiversity teachers|introduction for teachers]] and find out [[Help:How to write an educational resource|how to write an educational resource]] for Wikiversity.
* Give [[Wikiversity:Feedback|feedback]] about your initial observations.
* Discuss Wikiversity issues or ask questions at the [[Wikiversity:Colloquium|colloquium]].
* [[Wikiversity:Chat|Chat]] with other Wikiversitans on [[:freenode:wikiversity|&lt;kbd&gt;#wikiversity&lt;/kbd&gt;]].
&lt;/div&gt;
&lt;br clear=&quot;both&quot;/&gt;

You do not need to be an educator to edit. You only need to [[Wikiversity:Be bold|be bold]] to contribute and to experiment with the [[wikiversity:sandbox|sandbox]] or [[special:mypage|your userpage]]. See you around Wikiversity! --[[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 02:44, 22 July 2022 (UTC)&lt;/div&gt;
&lt;!-- Template:Welcome --&gt;
{{Robelbox/close}}</text>
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  <page>
    <title>User:Jtwsaddress42/Gallery/Rooting The Tree Of Life</title>
    <ns>2</ns>
    <id>285601</id>
    <revision>
      <id>2408655</id>
      <timestamp>2022-07-22T03:10:11Z</timestamp>
      <contributor>
        <username>Jtwsaddress42</username>
        <id>234843</id>
      </contributor>
      <comment>New resource with &quot;{| align= center | style=&quot;font-size:85%&quot; |{{Gallery  | title =  ''Rooting The Tree Of Life''  | width = 100  | height = 100  | align= center  | File:Rooting-the-tree-of-life-by-transition-analyses-1745-6150-1-19-1.jpg | alt1= Rooting-the-tree-of-life-by-transition-analyses | Rooting-the-tree-of-life-by-transition-analyses  | File:Rooting-the-tree-of-life-by-transition-analyses-1745-6150-1-19-2.jpg | alt2= Rooting-the-tree-of-life-by-transition-analyses | Rooting-the-tree...&quot;</comment>
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|{{Gallery
 | title =  ''Rooting The Tree Of Life''
 | width = 100
 | height = 100
 | align= center
 | File:Rooting-the-tree-of-life-by-transition-analyses-1745-6150-1-19-1.jpg | alt1= Rooting-the-tree-of-life-by-transition-analyses | Rooting-the-tree-of-life-by-transition-analyses
 | File:Rooting-the-tree-of-life-by-transition-analyses-1745-6150-1-19-2.jpg | alt2= Rooting-the-tree-of-life-by-transition-analyses | Rooting-the-tree-of-life-by-transition-analyses
 | File:Rooting-the-tree-of-life-by-transition-analyses-1745-6150-1-19-3.jpg | alt3= Rooting-the-tree-of-life-by-transition-analyses | Rooting-the-tree-of-life-by-transition-analyses
 | File:Rooting-the-tree-of-life-by-transition-analyses-1745-6150-1-19-4.jpg | alt4= Rooting-the-tree-of-life-by-transition-analyses | Rooting-the-tree-of-life-by-transition-analyses
 | File:Rooting-the-tree-of-life-by-transition-analyses-1745-6150-1-19-5.jpg | alt5= Rooting-the-tree-of-life-by-transition-analyses | Rooting-the-tree-of-life-by-transition-analyses
 | File:Rooting-the-tree-of-life-by-transition-analyses-1745-6150-1-19-6.jpg | alt6= Rooting-the-tree-of-life-by-transition-analyses | Rooting-the-tree-of-life-by-transition-analyses
 | File:Rooting-the-tree-of-life-by-transition-analyses-1745-6150-1-19-7.jpg | alt7= Rooting-the-tree-of-life-by-transition-analyses | Rooting-the-tree-of-life-by-transition-analyses
 | File:Rooting-the-tree-of-life-by-transition-analyses-1745-6150-1-19-8.jpg | alt8= Rooting-the-tree-of-life-by-transition-analyses | Rooting-the-tree-of-life-by-transition-analyses
 | File:Rooting-the-tree-of-life-by-transition-analyses-1745-6150-1-19-9.jpg | alt9= Rooting-the-tree-of-life-by-transition-analyses | Rooting-the-tree-of-life-by-transition-analyses
 | File:Rooting-the-tree-of-life-by-transition-analyses-1745-6150-1-19-10.jpg | alt10= Rooting-the-tree-of-life-by-transition-analyses | Rooting-the-tree-of-life-by-transition-analyses
 | File:Rooting-the-tree-of-life-by-transition-analyses-1745-6150-1-19-11.jpg | alt11= Rooting-the-tree-of-life-by-transition-analyses | Rooting-the-tree-of-life-by-transition-analyses
}}
|}</text>
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  <page>
    <title>User:Jtwsaddress42/Gallery/Huntingtin Is Critical Both Pre- and Postsynaptically</title>
    <ns>2</ns>
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    <revision>
      <id>2408664</id>
      <timestamp>2022-07-22T04:15:36Z</timestamp>
      <contributor>
        <username>Jtwsaddress42</username>
        <id>234843</id>
      </contributor>
      <comment>New resource with &quot;{| align= center | style=&quot;font-size:85%&quot; |{{Gallery  | title =  ''Huntingtin Is Critical Both Pre- and Postsynaptically''  | width = 100  | height = 100  | align= center  | File:Huntingtin-Is-Critical-Both-Pre--and-Postsynaptically-for-Long-Term-Learning-Related-Synaptic-pone.0103004.g001.jpg | alt1= Huntingtin Is Critical Both Pre- and Postsynaptically for Long-Term Learning-Related Synaptic Plasticity in Aplysia | Huntingtin Is Critical Both Pre- and Postsynaptically f...&quot;</comment>
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|{{Gallery
 | title =  ''Huntingtin Is Critical Both Pre- and Postsynaptically''
 | width = 100
 | height = 100
 | align= center
 | File:Huntingtin-Is-Critical-Both-Pre--and-Postsynaptically-for-Long-Term-Learning-Related-Synaptic-pone.0103004.g001.jpg | alt1= Huntingtin Is Critical Both Pre- and Postsynaptically for Long-Term Learning-Related Synaptic Plasticity in Aplysia | Huntingtin Is Critical Both Pre- and Postsynaptically for Long-Term Learning-Related Synaptic Plasticity in Aplysia
 | File:Huntingtin-Is-Critical-Both-Pre--and-Postsynaptically-for-Long-Term-Learning-Related-Synaptic-pone.0103004.g002.jpg | alt=2 Huntingtin Is Critical Both Pre- and Postsynaptically for Long-Term Learning-Related Synaptic Plasticity in Aplysia | Huntingtin Is Critical Both Pre- and Postsynaptically for Long-Term Learning-Related Synaptic Plasticity in Aplysia
 | File:Huntingtin-Is-Critical-Both-Pre--and-Postsynaptically-for-Long-Term-Learning-Related-Synaptic-pone.0103004.g003.jpg | alt3= Huntingtin Is Critical Both Pre- and Postsynaptically for Long-Term Learning-Related Synaptic Plasticity in Aplysia | Huntingtin Is Critical Both Pre- and Postsynaptically for Long-Term Learning-Related Synaptic Plasticity in Aplysia
 | File:Huntingtin-Is-Critical-Both-Pre--and-Postsynaptically-for-Long-Term-Learning-Related-Synaptic-pone.0103004.g004.jpg | alt4= Huntingtin Is Critical Both Pre- and Postsynaptically for Long-Term Learning-Related Synaptic Plasticity in Aplysia | Huntingtin Is Critical Both Pre- and Postsynaptically for Long-Term Learning-Related Synaptic Plasticity in Aplysia
 | File:Huntingtin-Is-Critical-Both-Pre--and-Postsynaptically-for-Long-Term-Learning-Related-Synaptic-pone.0103004.g005.jpg | alt5= Huntingtin Is Critical Both Pre- and Postsynaptically for Long-Term Learning-Related Synaptic Plasticity in Aplysia | Huntingtin Is Critical Both Pre- and Postsynaptically for Long-Term Learning-Related Synaptic Plasticity in Aplysia
 | File:Huntingtin-Is-Critical-Both-Pre--and-Postsynaptically-for-Long-Term-Learning-Related-Synaptic-pone.0103004.g006.jpg | alt6= Huntingtin Is Critical Both Pre- and Postsynaptically for Long-Term Learning-Related Synaptic Plasticity in Aplysia | Huntingtin Is Critical Both Pre- and Postsynaptically for Long-Term Learning-Related Synaptic Plasticity in Aplysia
}}
|}</text>
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  <page>
    <title>User:Jtwsaddress42/Gallery/Lars Onsager</title>
    <ns>2</ns>
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    <revision>
      <id>2408673</id>
      <timestamp>2022-07-22T04:48:30Z</timestamp>
      <contributor>
        <username>Jtwsaddress42</username>
        <id>234843</id>
      </contributor>
      <comment>New resource with &quot;{| align= center | style=&quot;font-size:85%&quot; |{{Gallery  | title =  ''Cavalier-Smith's Animal Origins''  | width = 100  | height = 100  | align= center  | File:Onsager 1968.jpg | alt1= Onsager 1968 | Lars Onsager 1968  | File:Onsager-medal adverse.jpg | alt2= Onsager Medal | Onsager Medal  | File:Onsager-medal-reverse.jpg | alt3= Onsager Medal - back | Onsager Medal - back  | File:Sketch to Lars Onsager.png | alt4= Sketch of Lars Onsager | Sketch of Lars Onsager  | File:Egys...&quot;</comment>
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|{{Gallery
 | title =  ''Cavalier-Smith's Animal Origins''
 | width = 100
 | height = 100
 | align= center
 | File:Onsager 1968.jpg | alt1= Onsager 1968 | Lars Onsager 1968
 | File:Onsager-medal adverse.jpg | alt2= Onsager Medal | Onsager Medal
 | File:Onsager-medal-reverse.jpg | alt3= Onsager Medal - back | Onsager Medal - back
 | File:Sketch to Lars Onsager.png | alt4= Sketch of Lars Onsager | Sketch of Lars Onsager
 | File:Egyszerűsített Onsager relációs táblázat.jpg | alt5= Egyszerűsített Onsager relációs táblázat | Egyszerűsített Onsager relációs táblázat
 | File:Onsager reziprozitaet.png | alt6= Onsager reziprozitaet | Onsager reziprozitaet
}}
|}</text>
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    <revision>
      <id>2408674</id>
      <parentid>2408673</parentid>
      <timestamp>2022-07-22T04:49:06Z</timestamp>
      <contributor>
        <username>Jtwsaddress42</username>
        <id>234843</id>
      </contributor>
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      <text bytes="700" xml:space="preserve">{| align= center | style=&quot;font-size:85%&quot;
|{{Gallery
 | title =  ''Lars Onsager''
 | width = 100
 | height = 100
 | align= center
 | File:Onsager 1968.jpg | alt1= Onsager 1968 | Lars Onsager 1968
 | File:Onsager-medal adverse.jpg | alt2= Onsager Medal | Onsager Medal
 | File:Onsager-medal-reverse.jpg | alt3= Onsager Medal - back | Onsager Medal - back
 | File:Sketch to Lars Onsager.png | alt4= Sketch of Lars Onsager | Sketch of Lars Onsager
 | File:Egyszerűsített Onsager relációs táblázat.jpg | alt5= Egyszerűsített Onsager relációs táblázat | Egyszerűsített Onsager relációs táblázat
 | File:Onsager reziprozitaet.png | alt6= Onsager reziprozitaet | Onsager reziprozitaet
}}
|}</text>
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