At 3-month follow-up, we assessed posttraumatic stress symptoms with the validated German version of the Clinician-Administered PTSD Scale (CAPS) (Blake et al., 1995) and the self-rated Posttraumatic Diagnostic Scale (PDS) (Breslau et al., 1999).

Method A total of 112 children between the age of 8 and 18 were recruited at two trauma centers. Children were interviewed with the CAPS-CA and the Anxiety Disorders Interview Schedule Child (ADIS-C) version, and each filled out the Children's Revised Impact of Events Scale (CRIES-13), the Revised Child Anxiety and Depression Scale (RCADS), and the Strength and Difficulties Questionnaire (SDQ). One caretaker of each child was also interviewed by means of the ADIS Parent (ADIS-P) version and filled out the RCADS and SDQ.

Participants Our final sample consisted of 112 children, with 105 treatment seekers at two centers for child and adolescent psychiatry (de Bascule; child and adolescent psychiatry of the Academic Medical Center (AMC) in Amsterdam, and the Mental Health Institution Rivierduinen; child and adolescent department in Leiden) and seven children who were screened for PTSD after having been treated at the emergency department of the AMC. We interviewed 34 of the treatment-seeking children for a second time post-treatment. A total of 102 caregivers were willing to participate in the interview and/or to fill out the questionnaires. Children were excluded from the study for the following reasons: being younger than 8 or older than 18 years; had sought treatment less than a month after the adverse event; were diagnosed with a present or past diagnosis of schizophrenia; and were not able to complete the CAPS-CA interview due to insufficient knowledge of the Dutch language.

Task based language learning and teaching rod ellis 2003 pdf download free. Digital Library Federation, December 2002. Details: Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Contents: Tasks in SLA and language pedagogy -- Tasks, listening comprehension, and SLA -- Tasks, interaction, and SLA -- Tasks, production, and language acquisition -- Focused tasks and SLA -- Sociocultural SLA and tasks -- Designing task-based language courses -- The methodology of task-based teaching -- Task-based assessment -- Evaluating task-based pedagogy -- Glossary.

The mean age was 12.92 years (SD=3.44, range 8–18 years). Further demographics are presented in. Children were exposed to a variety of adverse events. Most frequent single traumatic events were: traffic accident (15.2%), sexual abuse (8%), and assault with a weapon (7%). Sexual abuse and domestic violence were the most frequently reported chronic traumatic events, with 11.6% and 8.3%, respectively. Procedure Children and their caretakers were asked for their participation during the standard intake procedure. Those willing to participate signed an informed consent form.

At T1, trained psychologists administered the CAPS-CA. Approximately 3–10 days later (T2), a psychologist who was unaware of the result of the CAPS-CA, administered the ADIS-C to the child. One caretaker was interviewed by means of the ADIS-P at either T1 or T2.

Questionnaires were administered to the child and the interviewed caretaker at T1 or T2. Data were collected as part of a larger clinical study. This study has been approved by the local ethical committee. CAPS-CA (Nader et al., 2006) The CAPS-CA is a standardized clinical interview developed to assess PTSD conform the DSM-IV-TR standards. The duration of the interview can vary between 30 and 75 minutes, depending on the age and trauma history of the child. The core traumatic event is chosen on the basis of the life-events checklist, which inquires about various possible traumatic events. If the core traumatic event is actually a sequence of events, which is often the case in domestic violence, a brief term is chosen to capture the core of these events.

For each of the 17 PTSD symptoms, the interviewer can rate the frequency and the intensity on a five-point Likert scale. This allows the interviewer to give a more sophisticated answer as to how often (from 0 “none of the time” to 4 “most of the time, daily or almost every day”) the patient was troubled by a symptom and to what extent the patient considered this symptom as problematic (0 “not a problem” to 4 “a whole lot, extreme, incapacitating distress, had to stop activity”). The sum of the frequency and intensity score gives the severity score for each item. The overall severity score for all 17 symptoms can vary between minimal (79–136). Besides this continuous score, the chosen scoring rule also allows for a binary score (present or absent) of each symptom.