Hostname: page-component-848d4c4894-nr4z6 Total loading time: 0 Render date: 2024-05-14T22:55:46.424Z Has data issue: false hasContentIssue false
  • English
  • Français

Psychometric Properties of the Reynolds Child Depression Scale in Community and Clinical Samples

Published online by Cambridge University Press:  10 April 2014

Anna Figueras Masip ,
Juan Antonio Amador Campos  and
Joan Guàrdia Olmos
Anna Figueras Masip
Affiliation:
Departament d'Innovació, Universitats i Empresa, Generalitat de Catalunya (Spain)
Juan Antonio Amador Campos*
Affiliation:
Universitat de Barcelona (Spain)
Joan Guàrdia Olmos
Affiliation:
Universitat de Barcelona (Spain)
*
Correspondence concerning this article should be addressed to Juan Antonio Amador Campos, Departament de Personalitat, Avaluació i Tractament Psicològic, Facultat de Psicologia, Universitat de Barcelona, Passeig de la Vall d'Hebron, 171, 08035 Barcelona (Spain). E-mail: jamador@ub.edu
Get access Rights & Permissions [Opens in a new window]

Abstract

The factor structure of the Reynolds Child Depression Scale (RCDS; Reynolds, 1989), analyzed by confirmatory factor analysis and the scale's psychometric characteristics in a sample of 315 participants (140 boys and 175 girls) and a clinical sample of 62 participants (37 boys and 25 girls) between 10 and 12 years old, are presented. Two models are tested with confirmatory factor analysis: a one-factor model and a five-factor model. Both models show a good fit, but the one-factor model was chosen because it is the most parsimonious. The reliability coefficient ranged from .87 (at test) to .89 (at retest) in the community sample, and was .90 in the clinical sample (at test). Test-retest reliability was .66 in the community sample. Concurrent validity with other self-reports that measure depressive symptomatology was high, both in the community sample (.76) and the clinical sample (.71). There were no significant sex differences but there were differences due to age (school grade).

Se analiza la estructura factorial de la Reynolds Children Depression Scale (RCDS; Reynolds, 1989) mediante análisis factorial confirmatorio y se presentan sus características psicométricas en una muestra comunitaria de 315 participantes (140 chicos y 175 chicas) y en una muestra clínica de 62 participantes (37 chicos y 25 chicas) con edades comprendidas entre los 10 y los 12 años. En el análisis factorial confirmatorio se prueban dos modelos, uno unifactorial y otro de cinco factores. El modelo unifactorial se ajusta mejor y es más parsimonioso. La fiabilidad de la RCDS es elevada para ambas muestras: consistencia interna entre 0,87 (test) y 0,89 (retest) en muestra comunitaria, y de 0,90 en la muestra clínica (test); la correlación test-retest era de 0,66 en la muestra comunitaria. La validez concurrente con otros instrumentos que miden sintomatología depresiva era elevada, tanto en muestra comunitaria (0,76) como en muestra clínica (0,71). No se aprecian diferencias según sexo, pero sí según el curso escolar.

Keywords

depressive symptomschildhoodassessmentself-reportRCDSconfirmatory factor analysissíntomas depresivosniñezevaluaciónautoinformeRCDSanálisis factorial confirmatorio
Type
Articles
Information
The Spanish Journal of Psychology , Volume 11 , Issue 2 , November 2008 , pp. 641 - 649
Copyright
Copyright © Cambridge University Press 2008

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Abad, J., & Amador, J. A. (1991). Teacher Report Form 4/18. Bilingual Spanish-Catalan edition. Unpublished manuscript. Facultat de Psicologia. Universitat de Barcelona.Google Scholar
Abad, J., & Forns, M. (1991a). Child Behavior Checklist 4/18. Bilingual Spanish-Catalan edition. Unpublished manuscript. Facultat de Psicologia Universitat de Barcelona.Google Scholar
Abad, J., & Forns, M. (1991b). Youth Self Report 11/18. Bilingual Spanish-Catalan edition. Universitat de Barcelona.Google Scholar
Achenbach, T. M. (1991a). Manual for the Child Behavior Checklist/4-18 and 1991 CBCL Profile. Burlington VT: University of Vermont.Google Scholar
Achenbach, T. M. (1991b). Manual for the Teacher's Report Form and 1991 TRF Profile. Burlington, VT: University of Vermont.Google Scholar
Achenbach, T. M. (1991c). Manual for the Youth Self Report and 1991 YSR Profile. Burlington, VT: University of Vermont.Google Scholar
American Psychiatric Association (APA). (2000). Diagnostic and statistical manual of mental disorders (4th ed., text revision). Washington, DC: American Psychiatric Association (APA).Google Scholar
Angold, A., & Rutter, M. (1992). Effects of age and pubertal status on depression in a large clinical sample. Development and Psychopathology, 4, 5–28.CrossRefGoogle Scholar
Baker, J. A., & Reynolds, W. M. (1988, August). An examination of the benefits of training teachers to recognize depressed students in their classrooms. Paper presented at the 96thAnnual Convention of the American Psychological Association. Atlanta, GA.Google Scholar
Bartell, N. P., & Reynolds, W. M. (1986). Depression and self-esteem in academically gifted and nongifted children: A comparison study. Journal of School Psychology, 24, 55–61.CrossRefGoogle Scholar
Bentler, P., & Dijkstra, T. (1985). Efficient estimation via linearization in structural models. In Krishnaiah, P. R. (Ed.), Multivariate analysis VI (pp. 9–42). Amsterdam: North-Holland.Google Scholar
Bentler, P.M., & Wu, E.J.C. (2002). EQS 6 for Windows User's Guide. Encino, CA: Multivariate Software.Google Scholar
Brislin, R. W. (1986). The wording and translation of research instruments. In Lonner, W. J. & Berry, J. W. (Eds.), Field methods in cross-cultural psychology. (pp. 137–164). Newbury Park, C: Sage.Google Scholar
Brislin, R. W., Loner, W. J., & Thorndike, R. M. (1973). Cross-cultural research methods. New York: Wiley.Google Scholar
Candell, G. L., & Hulin, C. L. (1987). Cross-language and cross-cultural comparisons in scale translations. Journal of Cross-Cultural Psychology, 17, 417–440.CrossRefGoogle Scholar
Coopersmith, S. (1981). Self-Esteem Inventory-Form B. Palo Alto, CA: Consulting Psychologists Press.Google Scholar
Del Barrio, V. (1990). Situación actual de la evaluación de la depresión infantil. Evaluación Psicológica / Psychological Assessment, 6, 171–209.Google Scholar
Del Barrio, V., Colondrón, M. F., De Pablo, C., & Roa, M. L. (1996). Primera adaptación de las escalas de depresión de Reynolds RCDS y RADS a población española. RIDEP, 2, 75–100.Google Scholar
Egger, H. L. & Angold, A. (2004). The Preschool Age Psychiatric Assessment (PAPA): A structured parent interview for diagnosing psychiatric disorders in preschool children. In Carmen-Wiggins, R. Del & Carter, A. (Eds.), Handbook of infant, toddler and preschool mental health assessment (pp. 223–243). New York: Oxford University Press.Google Scholar
Finch, A. J., Saylor, C. F., Edwards, G. L., & McIntosh, J. A. (1987). Children's Depression Inventory: Reliability over repeated administrations. Journal of Consulting and Clinical Psychology, 16, 339–341.Google Scholar
Hepperlin, C. M., Stewart, G. W., & Rey, J. M. (1990). Extraction of depression scores in adolescents from a general-purpose behaviour checklist. Journal of Affective Disorders, 18, 105–112.CrossRefGoogle ScholarPubMed
Hollingshead, A. B. (1975). Four-factor index of social status. Unpublished manual. New Haven, CT: Yale University.Google Scholar
Jané, M. C., Araneda, N., Valero, S. & Domènech-LLaberia, E. (2000). Evaluación de la sintomatología depresiva del preescolar: correspondencia entre los informes de padres y de maestros. Psicothema, 12, 212–215.Google Scholar
Kaslow, N. P., Rehm, L. P., & Siegel, A. W. (1984). Social-cognitive and cognitive correlates of depression in children. Journal of Abnormal Child Psychology, 12, 605–620.CrossRefGoogle ScholarPubMed
Kazdin, A. E. (1981). Assessment techniques for childhood depression. Journal of the American Academy of Child Psychiatry, 20, 358–375.CrossRefGoogle ScholarPubMed
Kazdin, A. E., & Petti, T. A. (1982). Self-report and interview measures of childhood and adolescent depression. Journal of Child Psychology and Psychiatry, 23, 437–457.CrossRefGoogle ScholarPubMed
Klein, D. N., Dougherty, L. R. & Olino, T. M. (2005). Toward guidelines for evidence-based assessment of depression in children and adolescents. Journal of Clinical Child and Adolescent Psychiatry, 34, 412–432.CrossRefGoogle ScholarPubMed
Kovacs, M. (1992). Manual of the Children's Depression Inventory. Toronto: Multi-Health Systems. [Spanish translation and adaptation: Del Barrio, V., & Carrasco, M. A. CDI. Inventario de depresión infantil. Madrid: TEA Ediciones, 2004].Google Scholar
López, N. (1985). Assessing depressive symptoms using the Child Depression Scale and the Children's Depression Inventory: A cross cultural comparison of children in Puerto Rico and the United States. Unpublished doctoral dissertation. University of Wisconsin-Madison.Google Scholar
Mash, E. J. & Hunsley, J. (2005). Evidence-based assessment of child and adolescent disorders: Issues and challenges. Journal of Clinical Child and Adolescent Psychology, 34, 362–379.CrossRefGoogle ScholarPubMed
Meyer, N. E., Dyck, D. G., & Petrinack, R. J. (1989). Cognitive appraisal and attributional correlates of depressive symptoms in children. Journal of Abnormal Child Psychology, 17, 325–336.CrossRefGoogle ScholarPubMed
Nolen-Hoeksema, S., & Girgus, J. S. (1994). The emergence of gender differences in depression during adolescence. Psychological Bulletin, 115, 424–443.CrossRefGoogle ScholarPubMed
Orvaschel, H. (2004). Depressive disorders. In Hersen, M. (Ed.), Psychological assessment in clinical practice: A pragmatic guide (pp. 297–319). New York: Brunner-Routledge.Google Scholar
Poznanski, E. O., Freeman, L. N., & Mokros, H. B. (1985). Children's Depression Rating Scale - Revised. Psychological Bulletin, 21, 979–989Google Scholar
Rawson, H. E., & Tabb, L. (1993). Effects of therapeutic intervention on childhood depression. Child and Adolescent Social Work Journal, 10, 39–52.CrossRefGoogle Scholar
Reynolds, W. M. (1986). A model for screening and identification of depressed children and adolescents in school settings. Professional School Psychology, 1, 117–129.CrossRefGoogle Scholar
Reynolds, W. M. (1987). Reynolds Adolescent Depression Scale. Professional manual. Odessa, FL: Psychological Assessment Resources.Google Scholar
Reynolds, W. M. (1989). Reynolds Child Depression Scale. Professional manual. Odessa, FL: Psychological Assessment Resources.Google Scholar
Reynolds, W. M. (2002). Reynolds Adolescent Depression Scale – 2nd Edition. Professional manual. Odessa, FL: Psychological Assessment Resources.Google Scholar
Reynolds, W. M., Anderson, G., & Bartell, N. (1985). Measuring depression in children: A multimethod assessment investigation. Journal of Abnormal Child Psychology, 13, 513–526.CrossRefGoogle ScholarPubMed
Reynolds, W. M., & Graves, A. (1989). Reliability of children's reports of depressive symptomatology. Journal of Abnormal Child Psychology, 17, 647–655.CrossRefGoogle ScholarPubMed
Shafii, M., & Shafii, S. L. (1992). Dynamic Psychoterapy of Depression. In Shafii, M. & Shafii, S. L. (Eds.), Clinical guide to depression in children and adolescents (pp. 157–176) Washington, DC: American Psychiatric Press. [Spanish translation: Psicoterapia dinámica de la depresión. In M. Shafii & S. L. Shafii (Eds.), La depresión en niños y adolescentes. (pp. 142–151) Barcelona: Martínez Roca, 1995].Google Scholar
Stark, K. D., Reynolds, W. M., & Kaslow, N. J. (1987). A comparison of the relative efficacy of self-control therapy and behavioral problem-solving therapy for depression in children. Journal of Abnormal Child Psychology, 15, 91–113.CrossRefGoogle ScholarPubMed
Tisher, M., & Lang, M. (1978). Children's Depression Scale: Research Edition. Melbourne: The Australian Council for Educational Research. [Spanish translation: Cuestionario de Depresión para Niños. Madrid: TEA, 1983]Google Scholar
World Health Organization (WHO). (1992). The ICD-10 Classification of mental and behavioural disorders. Clinical descriptions and diagnostic guidelines (10th revision) (CIE-10). Geneva: World Health Organization (WHO).Google Scholar