Assessments at Waves 1 and 2

The diagnostic assessment of the children was based on the Schedule for Affective Disorders and Schizophrenia for School-Aged Children, Epidemiologic version (KSADS-E). DSM-III definite criteria was used. The parents were assessed using the Schedule for Affective Disorders and Schizophrenia, Lifetime Version (SADS-L). In addition to diagnostic assessments demographic, medical and developmental history data was collected. Family interaction was evaluated using the Family Adaptability and Cohesion Evaluation Scale. Social adjustment was evaluated using the Social Adjustment Inventory for Children and Adolescents and the Social Adjustment Scale Self report. Other areas assessed were children's temperament, self-esteem, parent-child behavior, life events, marital adjustment, psychiatric symptoms, overall functioning, and IQ.

Assessments at Wave 3

The diagnostic assessment of the children was based on the Schedule for Affective Disorders and Schizophrenia for School-Aged Children, Epidemiologic version (KSADS-E). The adults were assessed using the Schedule for Affective Disorders and Schizophrenia, Lifetime Version (SADS-L). The KSADS-E and SADS-L were modified to collect DSM-III-R criteria. In addition to diagnostic assessments demographic, medical and developmental history data was collected. Social adjustment was evaluated using the same methods as Waves 1 and 2. Other areas assessed were children's temperament, parent-child behavior, life events, marital adjustment, family interaction, psychiatric symptoms, and overall functioning. A new instrument was added to evaluate barriers to treatment.

Assessments at Wave 4

The Schedule for Affective Disorders and Schizophrenia for School-Age Children - Present and Lifetime Version (KSADS-PL) was used to assess children and the SADS-L modified to collect DSM-IV criteria was used to assess adults. In addition to diagnostic assessments demographic, medical and developmental history data was collected. Social adjustment was evaluated using the same measures used at prior waves. Other areas assessed were IQ, psychiatric symptoms, overall functioning, temperament, and parent-child behavior. The Schedule for Affective Disorders and Schizophrenia for School-Age Children- Present and Lifetime Version (KSADS-PL) was used to assess children and the SADS-L modified to collect DSM-IV criteria was used to assess adults.

Assessments at Wave 5

The Schedule for Affective Disorders and Schizophrenia for School-Age Children - Present and Lifetime Version (KSADS-PL) was used to assess children and the SADS-L modified to collect DSM-IV criteria was used to assess adults. In addition to diagnostic assessments demographic, medical and developmental history data was collected. Social adjustment data was only collected on Generation 3. Depression and anxiety symptom scales were collected as well as overall functioning. MRI data, structural and functional, were collected. A neuropsychological battery was added including assessments of the following: current mental state, handedness, ADHD, memory, learning, personality, and sexual maturity.

Assessments at Wave 6

The Schedule for Affective Disorders and Schizophrenia for School-Age Children - Present and Lifetime Version (KSADS-PL) was used to assess children and the SADS-L modified to collect DSM-IV criteria was used to assess adults. In addition to diagnostic assessments, demographic, medical and some questions relevant to developmental phase were collected. Social adjustment data was only collected on Generation 3. Depression and anxiety symptom scales were collected as well as data to assess overall social functioning. MRI data, structural and functional, were collected. Diffusion Tensor Imaging and Magnetic Resonance Spectroscopy were added. qEEG data, the Verbal Dichotic Listening Test, the Emotional Dichotic Listening Test, and the Chimeric Faces Test, were collected. The neuropsychological battery included assessments of the following: visual-spatial skills, attention, language-motor interference, receptive and expressive prosody, arousal, valence of emotional stimuli, self-regulatory control of motoric responses, executive functioning, memory and learning scales. A saliva sample was collected. Assessments were used to collect data on impulsivity, life stressors, social communication, responsiveness, and nicotine dependence.