Am J Epidemiol 2004;160:808–813
American Journal of Epidemiology
Copyright © 2004 by the Johns Hopkins Bloomberg School of Public Health
All rights reserved
Vol. 160, No. 8
Printed in U.S.A.
Making a Structured Psychiatric Diagnostic Interview Faithful to the Nomenclature
Lee N. Robins and Linda B. Cottler
From the Department of Psychiatry, Washington University School of Medicine, St. Louis, MO.
Received for publication February 23, 2004; accepted for publication May 19, 2004.
Psychiatric diagnostic interviews to be used in epidemiologic studies by lay interviewers have, since the 1970s,
attempted to operationalize existing psychiatric nomenclatures. How to maximize the chances that they do so
successfully has not previously been spelled out. In this article, the authors discuss strategies for each of the
seven steps involved in writing, updating, or modifying a diagnostic interview and its supporting materials: 1)
writing questions that match the nomenclature’s criteria, 2) checking that respondents will be willing and able to
answer the questions, 3) choosing a format acceptable to interviewers that maximizes accurate answering and
recording of answers, 4) constructing a data entry and cleaning program that highlights errors to be corrected, 5)
creating a diagnostic scoring program that matches the nomenclature’s algorithms, 6) developing an interviewer
training program that maximizes reliability, and 7) computerizing the interview. For each step, the authors discuss
how to identify errors, correct them, and validate the revisions. Although operationalization will never be perfect
because of ambiguities in the nomenclature, specifying methods for minimizing divergence from the
nomenclature is timely as users modify existing interviews and look forward to updating interviews based on the
Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, and the International Classification of
Diseases, Eleventh Revision.
cohort studies; data collection; epidemiologic methods; interviews; mental disorders; psychiatry
Abbreviations: CIDI, Composite International Diagnostic Interview; DIS, Diagnostic Interview Schedule.
Beginning in the 1970s, structured psychiatric diagnostic
interviews have been used to make specific diagnoses
according to a standard nomenclature (1, 2). The Schedule
for Affective Disorder and Schizophrenia (SADS) (3), Struc-
tured Clinical Interview for DSM-III-R (Diagnostic and
Statistical Manual of Mental Disorders, Third Edition,
Revised) (SCID) (4), and Schedules for Clinical Assessment
in Neuropsychiatry (SCAN) (5) were designed for adminis-
tration by a clinician. The Diagnostic Interview Schedule
(DIS) (6–9) and the Composite International Diagnostic
Interview (CIDI) (10–13) were more fully structured so
that lay interviewers could be trained to replace clinician-
interviewers; diagnoses were scored by computer, which
made the DIS and CIDI appropriate for estimating diagnostic
prevalences in large epidemiologic studies.
The validity of the prevalence estimates for mental disor-
ders achieved in these epidemiologic studies is not easy to
determine. At best, it cannot be greater than that of the
nomenclature the interview serves. Why is it important that
diagnoses in epidemiologic studies be faithful to a nomen-
clature of uncertain validity? The official nomenclatures
from 1980 onward have greatly improved communication
(14). Epidemiologic diagnostic results, for which interviews
faithful to the official nomenclature are used, can be
correctly understood by anyone consulting the official diag-
nostic manual. Otherwise, there is room for endless doubts
about whether persons given a positive diagnosis “really”
had that disorder. Psychiatry does not yet have convincing
ways to recognize “real” disorders; till then, we will have to
settle for asking whether the interview successfully identi-
fies the disorders as described in the manual (15).
To prevent a study’s validity from being less than that of
the nomenclature’s, its interview must correctly interpret the
nomenclature, its questions must be readily understood and
acceptable, it must be presented in standard fashion to
achieve reliability, and its answers must be recorded
correctly. Responses must be scored according to the
nomenclature’s diagnostic algorithms.
Reprint requests to Dr. Lee N. Robins, Department of Psychiatry, Washington University School of Medicine, Box 8134, 660 South Euclid
Avenue, St. Louis, MO 63110 (e-mail: firstname.lastname@example.org).
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Making an Interview Faithful to the Nomenclature 809
Am J Epidemiol 2004;160:808–813
Errors can occur at each stage in the construction of an
interview. This paper grew out of our long history of writing
and revising structured diagnostic interviews (16). We
suggest strategies for identifying and correcting errors at
each stage and for verifying that the modified versions
remain at least as faithful to the nomenclature as the original
interview. These strategies should be useful as existing inter-
views are modified to fit future versions of the nomenclature
or as new interviews are constructed. Some, but not all, of
these strategies have been used as versions of the DIS and
CIDI were tested and modified to match successive editions
of the Diagnostic and Statistical Manual of Mental Disor-
ders and International Classification of Diseases and serve
cross-cultural studies (10, 17–19).
THE SEVEN STEPS IN INTERVIEW CONSTRUCTION
Writing diagnostic questions
The diagnoses to be made are divided among the authors,
who then write questions that follow the manual as faithfully
as possible while using language expected to be comprehen-
sible and acceptable to respondents. At least one question is
devoted to each diagnostic criterion. These criteria include
symptoms, duration of symptoms, age at onset, chronicity,
impairment, and overlaps in time between this disorder’s own
symptoms and symptoms of possibly preemptive diagnoses.
Symptom questions. Questions must cover symptoms
whenever they occurred in the respondent’s lifetime to allow
assessing the manual’s criteria for the minimum number of
symptoms. They must also ask when symptoms first
occurred and last occurred to assess whether criteria for age
at onset and duration were met. Questions are also needed
for ascertaining in what years symptoms were present, not
only for the diagnosis of interest but also for all diagnoses
that may preempt it, because the diagnosis will be preempted
if its symptoms occurred only when a possibly preemptive
disorder was active. Dating of symptoms also allows
assessing whether disorders are currently active.
Psychiatric relevance. Many symptoms of psychiatric
disorders resemble symptoms of physical diseases, injury, or
substance ingestion. For each symptom, the interview must
enable a decision as to whether the symptom was plausibly
explained by psychiatric disorder. Probe questions are
written (and repeated for each symptom) to exclude reported
symptoms that either do not qualify as causing impairment
or distress or can be fully explained by physical causes (20).
Interpreting nonspecific words. While
manuals written in 1980 and thereafter offer vast improve-
ment over earlier versions regarding the specificity with
which they describe criteria, they are still not totally explicit.
The manual often suggests that there may be relevant symp-
toms in addition to those it lists. For example, for Specific
Phobia, the phobia concerns “a specific object or situation
(e.g., flying, heights, animals, receiving an injection, seeing
blood)” (21, p. 410); “e.g.”s suggest that other symptoms
would also qualify. However, we do not add symptoms when
there is an “e.g.” because there would be no official sanction
that those chosen are appropriate.
The manuals use terms such as “persistent,” “markedly
increased,” “excessive,” “intense,” and “recurrent.” If the
interview were to use these terms, subjects would ask the
interviewer to be more precise: “Well, what would you call
‘excessive’?” The traditional interviewer’s response, “What-
ever it means to you,” is not satisfactory because reliability
requires that the word mean the same thing to every respon-
dent. Our solution has been to choose a quantitative equiva-
lent and to use it consistently throughout the interview (22,
Assessing the questions. The first step in assessing the
author’s success in writing appropriate questions is to have
all other authors review his or her work. These authors
consider whether all symptoms have been assessed and
whether symptoms are assessed for both lifetime and present
occurrence. The authors circulate suggested revisions and
then meet to reach consensus on each question.
As they work closely together, the authors may begin to
think too much alike and fail to recognize problems with
each others’ questions. Once they reach consensus, they
should call upon outside experts to review the questions’
appropriateness. Rewriting of questions found to be defec-
tive follows this expert review. The revisions are then
reviewed by all authors and changes are made until
consensus is again reached.
Testing respondents’ reception of the questions
To answer the interview’s questions correctly, respondents
must understand them, have the information requested, and
be willing to share it with an interviewer.
Respondents’ understanding. The authors’ success in
translating criteria into clear, simple language is tested by
interviewing small groups of respondents. These persons are
chosen to represent a wide spectrum of literacy and social
A question is read to respondents, who are then asked to
rephrase the question in their own words and answer it. If the
rephrasing means what the authors intended the question to
mean, the question’s topic is understandable. To decide
whether the answers match the authors’ expectations of what
a positive or negative answer should mean, respondents who
gave a positive answer are asked to describe their experi-
ences with the symptom—when it occurred, how long it
lasted, what it was like. Respondents who gave a negative
answer are asked the same questions about any experience
they had that was at all similar to the symptom. If the border-
line between positive and negative examples does not corre-
spond to the distinction the authors intended, the question
Having respondents rephrase questions and describe their
symptoms takes considerably more time than would ordi-
nary administration of the final interview. To keep respon-
dents and interviewers fresh and attentive, diagnoses can be
divided among several groups of respondents.
Questions to which the respondent knows the answer.
The manuals set a minimum frequency and duration for
some symptoms, particularly those that often occur tran-
siently in psychiatrically healthy people. Other symptoms
count only if they first occur before a specified age. To ask
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810 Robins and Cottler
Am J Epidemiol 2004;160:808–813
respondents whether they meet these criteria, it would seem
reasonable to ask questions such as, “How often did you …
?” “How long did it last?” “When did you first … ?”. Yet
most respondents will not know the answer. They would
have to make an estimate of these numbers on the spot.
Having to estimate makes responses slow and unreliable and
yields a high rate of “don’t know” responses. Frequent
“don’t knows” and poor reliability indicate a need for revi-
Questions can minimize the precision of recall demanded.
For example, “How many panic attacks like that have you
had?” can be replaced with “Did you have attacks like that at
least four times?” This wording would still make it possible
to decide whether the manual’s minimum criterion of four or
more attacks had been met. Using quantities specified in the
manual reduces the “don’t know” answers and speeds up the
interview because respondents often know that the number
was far greater than the number meeting the criteria, and
they agree rapidly.
Obtaining honest answers. Symptoms
disorder that involve sexual behavior, alcohol abuse, and so
forth, may embarrass a respondent or be considered too
private to discuss with a stranger. Questions not acceptable
to respondents lead to denial of their symptoms or refusal to
Questions likely to lead to dishonesty can be identified by
signs of discomfort in respondents answering them and by
asking respondents which questions, if any, made them
uncomfortable. Such questions can be rephrased to make
them less objectionable, can be preceded by reassurance
about confidentiality, or can be put in an audiotape or a ques-
tionnaire so that the respondent need not answer the inter-
viewer face-to-face (18).
Testing revisions. After revisions have been made to
questions that were misunderstood, that asked for informa-
tion not readily available to the respondent, or that made the
respondent uncomfortable, the revised questions must pass
two tests: 1) a similar, new group of respondents must
demonstrate that they can answer them easily and correctly;
and 2) a comparison with the manual’s text must show that
they still correspond closely to the manual’s criteria. Ques-
tions that fail either test must be rewritten and retested until
success is achieved.
Selecting the format
In this section, we discuss formats for a paper-and-pencil
version of the interview, with questions to be read as written
and acceptable answers assigned either a code to be circled
or a number to be inserted in a blank. As noted above, a ques-
tionnaire format may be used for brief sections that the
respondents find embarrassing, but questionnaires cannot
serve as the principal format because they put too great a
burden on the respondent. A computerized version is
feasible, but, as we will see later, it should be based on a
well-tested paper-and-pencil version of the interview.
Labeled questions. A label for each question in the left
margin is a format developed for the DIS and CIDI that has
proven very useful. The label shows which nomenclature,
which diagnosis, and which criterion of that diagnosis the
question serves. Identifying these three levels facilitates
reviewing the question’s appropriateness and greatly helps
the programmer when constructing the scoring program.
Labels can be compact. As an example, in the CIDI, we
gave the label PAN10A to question D56: “Have you more
than once had an attack like that that was totally unex-
pected?” (8). “PAN” meant that the question applied to Panic
Disorder; “10” meant that it served the International Classi-
fication of Diseases, Tenth Revision; and “A” meant that it
served Panic Disorder’s Criterion A.
Labels allow testing as to whether there are missing or
unnecessary questions. A criterion in the manual for which
there is no matching label shows that a needed question is
missing or mislabeled. Unnecessary questions are discov-
ered when they cannot be labeled with a specific criterion.
Redundancy may be suspected when two or more questions
have the same label, although some criteria do indeed require
To verify that all labels needed are present and correct, the
label-question pairs are sorted alphabetically by the label
field. An author looking at a criterion in the manual says
aloud what the label of that criterion should be but does not
read the criterion aloud. An assistant searches for that label
on the alphabetic list. If it is found, he or she reads its asso-
ciated question(s) aloud. If the author looking at the diag-
nostic manual judges that a positive answer to the
question(s) would satisfy the criterion, the assistant checks
off the label. If the label is not found, the criterion is marked,
showing either that there is no question to cover it or that the
appropriate question was mislabeled. This exercise is
repeated until all criteria for each diagnosis are considered.
At the end, the question associated with each unchecked
label is reviewed to see whether it should be relabeled to
correspond to a marked criterion or whether it is unnecessary
and could be deleted. Questions are added to cover marked
criteria for which no mislabeled question yet exists.
Disputed formatting issues. Uncertainty
which other formats cope best with the complexities intrinsic
to diagnostic interviews because there have been few studies
of the consequences of adopting one format versus another.
An exception is work on revising the CIDI (11). Yet it
remains difficult to defend any particular choices. We
describe here some of the decisions that must be made and
studies that could guide the authors’ decisions.
Screener versus simple modular structure. The older inter-
views placed each diagnosis in a separate module. Modular
construction allows the researcher to easily shorten the inter-
view by dropping the modules for diagnoses in which he or
she is not interested. Another option is to begin with a
screener, that is, a series of one or two critical symptom
questions for each diagnosis (13). Negative screener answers
indicate that that diagnosis’s module should be skipped
when it appears later.
The effect of using a screener is not obvious. It certainly
saves time because it allows the interviewer to skip questions
in the modules for which the screener was negative.
However, it produces false negatives for any respondents
who screen negative but would have reported enough symp-
toms in the strictly modular version to meet the criteria. It
produces false positives for any respondents positive for the
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screener who feel obliged to justify their positive answers to
the screener by exaggerating symptoms asked about later.
Checklists versus review of previous responses. The DIS
and CIDI both require the interviewer to refresh the respon-
dent’s memory about his or her positive answers to a
syndrome’s symptom questions when asking for age at first
and last symptom, clustering of symptoms, and comorbidity
with other disorders. As an alternative to the interviewer’s
riffling through previous answers to recapitulate the posi-
tives, he or she may be given a checklist on which to check
off each positive symptom after coding it on the interview
form. The interviewer then refers only to the checklist when
recapitulating. It is not known whether checklists reduce or
increase interviewer error. Is recapitulation more complete
because the interviewer would have missed some positive
symptoms when thumbing through completed pages, or are
positive symptoms often missed because the interviewer
failed to check them off?
A probe flow chart versus imbedded probes. Probe ques-
tions are used to evaluate a symptom’s clinical significance
and probable psychiatric relevance. These questions are
repeated for almost every symptom. They can be imbedded
into the printed interview after each symptom, or they can be
listed in generic form in a probe flow chart that instructs
interviewers to insert the particular symptom being
discussed and to continue along the path specified by the
coding options shown on the interview form. The probe flow
chart format greatly reduces the interview form’s bulk and
has been shown to work quite well (20). However, it is not
known how often interviewers omit probes or ask them
incorrectly because they fail to consult the chart.
Questionnaires and audiotapes. Questions thought to be
embarrassing can be put on audiotapes or into questionnaires
to give respondents privacy in responding to them. This
strategy has been found to produce more positive answers. Is
that because greater privacy leads to greater honesty, or is
the higher rate of positive answers explained by random
errors caused by the respondent’s mishearing the tape,
misreading the questionnaire, or accidentally circling the
wrong answer on the questionnaire? Random error inevi-
tably increases the apparent prevalence if the symptom is
actually rare (25).
Coding missing data. For each question, several codes
are available to explain why a question was not answered:
the respondent replied “I don’t know,” the respondent
refused to answer the question, or the interviewer acciden-
tally failed to ask it. Interviewers are told what these codes
are, but often the codes are not printed on the interview form.
The rationale for their omission is that their presence would
tempt interviewers to make less effort to get substantive
answers. Does omitting them have this effect, or does their
absence lead the interviewer to circle a printed code even
when the correctness of that answer was by no means clear?
Studies to resolve these choices. Studies could be under-
taken to decide which of these formatting alternatives
produces the more complete and accurate information. Two
interviewers, each using one of the two alternative formats,
would both interview a group of respondents. The respon-
dent would then be asked to explain any discrepancies
between his or her answers and to say which was correct.
The format producing more accurate answers for the
majority of respondents would be selected. If the assets and
disadvantages of the alternative formats allow no clear
choice between them, interviewers would be asked which
format they prefer, and that format would be adopted.
Constructing a program to enter responses into the
Once the format has been decided, a computer program for
data entry and cleaning is constructed to enter interview
responses into a computerized data set, ready for analysis.
Responses are entered in question order, but the program
stops for “cleaning” when an entry is not logically consistent
with a previous entry (e.g., the age at remission is lower than
the age at onset) or when an answer is expected for which
nothing has been coded on the interview. Once the error has
been corrected, data entry continues.
Four explanations are possible if the data entry program
stops for cleaning: the data entry program is in error, the
interview form has incorrect skip instructions, the inter-
viewer failed to ask a required question or coded its answer
incorrectly, or the data entry clerk made a keying-in error.
Another indication of error is if the data entry program does
not stop to ask for entry of a code circled in the interview.
There are three possible explanations: a missing skip instruc-
tion in the interview, an unnecessary skip instruction in the
data entry program, or a failure by the interviewer to follow
the interview’s skip instructions.
Thus, as the data entry program is used, errors are discov-
ered simultaneously in that program and in the interview
format. The editor reviews both the interview and the data
entry program to decide whether either is the source of the
problem. If so, the data entry program or the interview form
must be corrected.
Devising a scoring program to make diagnoses
The scoring program evaluates each diagnostic criterion
and then combines all of them to make diagnoses according
to the manual’s algorithms. For each respondent, each diag-
nosis is scored as present, positive criteria met but possible
preemption, negative, or insufficient information to be sure it
is negative (26). The score is added to the data set, and a
report is prepared of the respondent’s results.
Errors in the program will generally come to light as the
program is used, but it would be valuable to be able to
correct them prior to use. Finding no advice in the literature
on how to conduct a formal test of scoring programs, we
devised a method to do so (27): Two programmers indepen-
dently constructed a scoring program. Then, the computer
created a large pseudo-data set that obeyed all of the inter-
view’s rules for answering or skipping questions by
randomly assigning one of the logically possible codes to
each question to be answered. Every pseudo-case was scored
with both programs. Each disagreement between their results
meant an error in one or the other program, and the program
with the error was corrected. The process was then repeated
until the two programs agreed on the presence or absence of
each criterion and each diagnosis for all of the computer-
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Am J Epidemiol 2004;160:808–813
generated cases. Both programs were now presumably error
Because logically possible codes had been assigned at
random, the computer-generated data set was able to test
many more patterns of responses than a real sample of the
same size could have. In a real general-population sample,
there would have been many cases with no disorder, some
with common disorders, and too few with rare disorders to
test the program thoroughly. However, this test does have
one flaw. If both programmers have made the same mistake,
the error is not found.
The same procedures can be used to inquire whether a
change to a different computer operating system or a
different programming language produces unwanted results.
Developing a training program for prospective
Training programs usually train researchers, who then train
interviewers for projects they lead. The researchers undergo
the training they will in turn administer to interviewers. In
addition, they are taught about the interview’s history and
design, its scope, how to clean and score it, and how to use
computerized versions of the interview. Toward the end of
training, they are observed interviewing hired respondents.
The trainees leave with all materials they will need to
conduct their own training program, plus the computer
programs needed to carry out studies using the interview.
They send back one or two videotapes of interviews they
conduct with persons previously unknown to them to serve
as a “final exam.”
Training programs are evaluated in three ways. The first is
to assess the performance of trainees during the course. They
are expected to make some errors during training, of course,
but these errors should be essentially absent by the end of
training. The second test is trainees’ evaluation of the
training experience. At the end of training, they are invited to
evaluate each aspect of the program and to suggest improve-
ments. The third test is trainees’ performance on the inter-
views they send in after they return home. Each of these tests
will reveal areas in which the training materials need
improvement concerning what they cover or the amount of
attention given to specific areas.
Creating a computerized version
Described thus far have been procedures for constructing
and testing a lifetime and current paper-and-pencil diag-
nostic interview and instructing researchers how to use it.
That completed interview should next be converted into a
A computerized version has many assets. Because all skip
and probing rules are built in, interviewers need less training.
It can be self-administered by literate respondents (28). It
cleans the data as it goes by halting if the newly entered
response is not logically consistent with previous answers
and tells the user where the problem lies so that one or the
other entry can be corrected. It will not continue until a code
has been entered for each required question.
A computerized interview can provide a diagnostic report
immediately after the interview is complete. It can also be
designed to offer researchers a variety of options: to omit
some disorders, to report on only those disorders currently or
recently active, or to use an abbreviated version for some or
all disorders. Each of these options has been offered by one
or more of the computerized interviews constructed more
recently (9, 28–30).
Errors in the computerized interview can be located by
entering into it a set of completed and cleaned interviews
obtained by using the final paper-and-pencil version. If the
computer accepts each of the coded answers from the paper-
and-pencil interviews, does not ask for answers where none
appear in the paper-and-pencil version, and produces the iden-
tical diagnoses, the computerized version is validated. Other-
wise, the source of the error must be located and corrected.
We have reviewed each step needed to create or modify a
fully standardized diagnostic interview that produces diag-
noses faithful to the official nomenclature. At each step,
errors may occur. We have suggested methods for discov-
ering them, correcting them, and validating the corrections.
How the interview interprets the nomenclature will still be
somewhat uncertain because the nomenclature is not always
fully explicit, and errors may slip through despite the
cautions and testing suggested here. Still, the resulting inter-
view should come close to making diagnoses according to
the nomenclature’s specifications.
This article has not recommended the traditional test for
validity—having a study’s respondents reinterviewed by a
clinician. There are two problems with that test. First, it
provides only an up-or-down vote. It does not show the
authors where problems lie or how to correct them. Second,
even if the interview’s diagnoses agree with the clinician’s, we
cannot know whether the clinician’s diagnoses were faithful to
the manual (15, 25). If they were not, the interview’s diag-
nostic results will not be understood by interested persons who
were not party to how the interview was constructed.
The thorough evaluation this article recommends may
seem daunting. However, carrying out any portion of these
evaluations and making revisions accordingly should
improve the correspondence between a new or revised inter-
view and the nomenclature it attempts to implement.
The authors gratefully acknowledge the careful reading
and helpful suggestions made by Dr. Arbi Ben Abdallah and
support from the National Institute of Mental Health
(MH17104) and National Institute on Drug Abuse
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