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Child Battery
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DomainMeasureAbbreviation(s) COINSAbbreviation(s) LORISDescriptionReferenceAge
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Cognitive TestingNIH ToolboxNIH, NIH_ScoresNIH, NIH_ScoresNIH Toolbox is a multidimensional set of brief measures assessing cognitive, emotional, motor and sensory function from ages 3 to 85, meeting the need for a standard set of measures that can be used as a “common currency” across diverse study designs and settings. Gershon, R. C., Wagster, M. V., Hendrie, H. C., Fox, N. A., Cook, K. F., & Nowinski, C. J. (2013). NIH Toolbox for Assessment of Neurological and Behavioral Function. Neurology, 80, S2-S6.All participants
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Adaptive Cognitive EvaluationACE_Boxed, ACE_BRT, ACE_Flanker, ACE_SAAT, ACE_Spatial_Span_B, ACE_Spatial_Span_FACE_Boxed, ACE_BRT, ACE_Flanker, ACE_SAAT, ACE_Spatial_Span_B, ACE_Spatial_Span_FMobile cognitive control assessment battery containing standard tests that assess different aspects of cognitive control (attention, working memory, and goal management), modified by incorporating adaptive algorithms, immersive graphics, video tutorials, motivating feedback, and a user-friendly interface.https://neuroscape.ucsf.edu/technology/All participants
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Temporal Discounting TaskTempDiscTempDiscThe task is a short delay discounting task that provides an estimate of an individual’s discount rate (k) and effective delay 50% (ED50) in 5 discrete-choice questions. This task takes usually takes about 40 seconds to complete.Koffarnus, M. N., & Bickel, W. K. (2014). A 5-trial adjusting delay discounting task: Accurate discount rates in less than one minute. Experimental and Clinical Psychopharmacology, 22(3), 222-228. doi: 10.1037/a0035973All participants
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Wechsler Intelligence Scale for Children - VWISCWISCThe WISC-V is a measure of cognitive function in children and adolescents. Participants will complete the 10 core subtests: similarities, vocabulary, blocks, matrix, figure weights, digit span, coding, symbol search, visual puzzles, and pictures span.Wechsler, D. (2014). The Wechsler intelligence scale for children—fifth edition. San Antonio, TX: The Psychological Corporation.Participants ages 6-17
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Wechsler Adult Intelligence Scale-IVWAIS, WAIS_AbbWAIS, WAIS_AbbThe WAIS-IV is a measure of cognitive function in older adolescents and adults. Wechsler, D. (2008). Wechsler Adult Intelligence Scale—Fourth Edition. San Antonio, TX: Pearson.Participants age 17+
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Kaufman Brief Intelligence Test-IIKBITKBITAll participants under age 6 years will be administered the KBIT-II as a brief measure of verbal and non-verbal intellectual function and ability.Kaufman, A. S., & Kaufman, N. S. (2004). Kaufman Brief Intelligence Test -II. Bloomington, MN: Pearson.Participants age 5 or with IQ below 70
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Wechsler Individual Achievement Test - IIIWIATWIATAll subjects will be administered a test of academic achievement (WIAT) The Wechsler Individual Achievement Test is a comprehensive yet flexible measurement tool useful for achievement skills assessment, learning disability diagnosis, special education placement, and clinical appraisal for preschool children through adults. Norms allow for assessment of those from ages 4 to 85. This test can be easily administered by any research team member following brief training. Training will be provided by an experienced clinician on the research team.Wechsler, D. (2005). Wechsler Individual Achievement Test 2nd Edition (WIAT II). London: The Psychological Corporation.All participants
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Language TasksClinical Evaluation of Language FundamentalsCELF_Full_5to8CELF_Full_5to8A language test measuring Receptive Language, Expressive Language, Language Structure and Language Content Wiig, E.H., Secord, W.A., & Semel, E. (2013) Clinical Evaluation of Language Fundamentals – Fifth Edition. Pearson, San Antonio, TX.Participants ages 5-8 that complete the follow up leanguage evaluation
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Clinical Evaluation of Language FundamentalsCELF_Full_9to21CELF_Full_9to21A language test measuring Receptive Language, Expressive Language, Language Structure and Language Content Wiig, E.H., Secord, W.A., & Semel, E. (2013) Clinical Evaluation of Language Fundamentals – Fifth Edition. Pearson, San Antonio, TX.Participants ages 9-21 that complete the follow up leanguage evaluation
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Clinical Evaluation of Language Fundamentals - MetalinguisticsCELF_MetaCELF_MetaAssessment to measure higher-level language skillsWiig, E. H., & Secord, W. (2014). Clinical evaluation of language fundamentals Metalinguistics. Bloomington, MN: Pearson.Participants ages 9-21 that complete the follow up leanguage evaluation
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Expressive Vocabulary TestEVTEVTA measure of expressive vocabulary and word retrieval for Standard American EnglishWilliams, K. T. (1997). Expressive vocabulary test second edition (EVT™ 2). J. Am. Acad. Child Adolesc. Psychiatry, 42, 864-872.Participants ages 5-21 that complete the follow up leanguage evaluation
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Peabody Picture Vocabulary TestPPVTPPVTA measure of receptive vocabulary for Standard American EnglishDunn, L. M., Dunn, L. M., Bulheller, S., & Häcker, H. (1965). Peabody picture vocabulary test. Circle Pines, MN: American Guidance Service.Participants ages 5-21 that complete the follow up leanguage evaluation
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Goldman-Fristoe Test of Articulation - IIIGFTAGFTAThe test provides information about a child’s articulation ability by sampling both spontaneous and imitative sound production. Use this test to measure articulation of consonant sounds, determine types of misarticulation, and compare individual performance to national, gender-differentiated norms.Goldman, R. and Fristoe, M. (2015) Goldman-Fristoe Test of Articulation – Third Edition (GFTA-3). Circle Pines, MN: American Guidance Service, Inc. All participants
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Comprehensive Test of Phonological Processing – IICTOPPCTOPPThe CTOPP-2 can be used to help evaluate phonological processing abilities as a prerequisite to reading fluency. Participants will be administered the non-word repetition, elision, blending, object fluency, letter fluency, and number fluency subtests. Wagner, R., Torgesen, J, Rashotte, C., and Pearson, N.A. (2013) CTOPP-2 Comprehensive Test of Phonological Processing, Second Edition. Austin, TX: Pro-Ed. All participants
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Test of Word Reading Efficiency - IITOWRETOWREThe TOWRE is a measure of an individual’s ability to pronounce printed words (Sight Word Efficiency) and phonemically regular non-words (Phonemic Decoding Efficiency) accurately and fluently. Because it can be administered very quickly, the test provides an efficient means of monitoring the growth of two kinds of word reading skill that are critical in the development of overall reading ability.Torgesen, J., Wagner, R., and Rashotte, C. (2012) TOWRE-2: Test of Word Reading Efficiency-Second Edition. Austin, TX: Pro-Ed.All participants aged 6+
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Clinical Evaluation of Language Fundamentals Screening TestCELFCELFThe CELF-5 Screening Test helps quickly determine if a student needs further testing to identify a language disorder.Wiig, E.H., Secord, W.A., & Semel, E. (2013) Clinical Evaluation of Language Fundamentals – Fifth Edition. Pearson, San Antonio, TX.All participants
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Interview of Emotional and Psychological FunctionKiddie Schedule for Affective Disorders and SchizophreniaKSADSDiagnosis_KSADSThe K-SADS is a semi-structured diagnostic interview designed to assess current and past episodes of psychopathology in children and adolescents according to DSM-IV criteria. Probes and objective criteria are provided to rate individual symptoms. An experienced research clinician or social worker will administer the K-SADS.Kaufman, J., et al. (1997). Schedule for affective disorders and schizophrenia for school-age children-resent and lifetime version (K-SADS-PL): Initial reliability and validity data. Journal of the American Academy of Child & Adolescent Psychiatry, 36(7), 980-988.All participants
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Negative Life Events Scale NLES_SRNLES_SRThis scale focuses on family, community, and school-based stressors that children may be exposed to and are known to be related to negative physical and mental health outcomes. Children are asked to rate whether the event occurred and their level of resulting stress. Sandler, I.N., Wolchik, S.A., Braver, S.L. & Fogas, B. (1991). Stability and quality of life events and psychological symptomatology in children of divorce. American Journal of Community Psychology, 19(4), 501-520. Ages 8-21
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Neurologic FunctionElectro-encephalographyEEG_TrackEEG_TrackParticipants will be asked to complete EEG with an eye-tracking session. Participants will receive a subset battery of cognitive task paradigms examining functions such as attention, perception, inhibitory control, and decision-making. Any number of these paradigms can be included so that the maximum number will be completed within the allotted data collection interval. During the acquisition of the EEG data, point of gaze (where one is looking) and/or pupil dilation will be recorded using an eye-tracker.Niedermeyer, E. and da Silva, F.L. (2004). Electroencephalography: Basic Principles, Clinical Applications, and Related Fields. Lippincot Williams & Wilkins.All participants
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Physiologic FunctionPhysical MeasuresPhysicalPhysicalWe will collect blood pressure, heart rate, height, weight and waist and hip measurements for both children and adults. Project DevelopedAll Participants
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Physical Fitness and StatusTreadmill Test Fitness_Aerobic, Fitness_Endurance Fitness_Aerobic, Fitness_EnduranceCardiovascular fitness will be assessed using the NHANES treadmill protocol Participants ages 6-11 complete a treadmill endurance test. Participants 12-21 complete an aerobic fitness treadmill test.https://www.cdc.gov/nchs/data/nhanes/nhanes_03_04/cv_99-04.pdfParticipants 6+
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FitnessGramFGA, FGCFGA, FGCFitnessGram is a widely used health related physical fitness assessment measuring five different parameters including aerobic capacity, muscular strength, muscular endurance, flexibility, and body composition. Participants 18+ complete a slightly modified version of the protocol.www.fitnessgram.net/ www.cooperinstitute.org/fitnessgramAll participants
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Body CompositionBIABIABIA, or bioelectric impedance analysis, is a fast, accurate and safe way to measure key body composition elements, including BMI, fat, muscle, and water contenthttps://www.rjlsystems.com/All participants
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Physical Activity Questionnaire for Older Children PAQ_CPAQ_CThe Physical Activity Questionnaire for Children (PAQ-C) seeks information on children's participation in vigorous activities over the last 7 days. A checklist is used to determine if a child engages in physical activity during a given time period, such as the weekend or a weekday No information is collected in regards to duration of participation, moderate or low intensity activities, or non-organized activities. An interviewer-administered 7-d recall questionnaire asks students to recall the time they spent sleeping, in moderate-intensity activities, and hard and very hard activities on each day of the previous week.Janz, K. F., Lutuchy, E.M., Wenthe, P. & Levy, S.M. (2008). Measuring activity in children and adolescents using self-report: PAC-Q and PAQ-A. Medicine & Science In Sports & Exercise, 40(4), 767-772. Ages 8-14
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Physical Activity Questionnaire for Adolescents PAQ_APAQ_AThe PAQ-A (a slightly modified version of the PAQ-C with the “recess” item removed) is a self-administered, 7-day recall instrument. It was developed to assess general levels of physical activity for high school students in grades 9 to 12 and approximately 14 to 19 years of age. The PAQ-A can be administered in a classroom setting and provides a summary physical activity score derived from eight items, each scored on a 5-point scale.Kowalski, K.C., Crocker, P.R., Faulkner, R.A. (2007). Validation of the Physical Activity Questionnaire for Older Children. Pediatric Exercise Science, 9, 174-186Ages 14-21
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Food Frequency Questionnaire-Screening FormFFQFFQScreening tool designed to assess children's intake by food group, with outcomes measured in number of servings. The focus of these tools is on intake of fruit and fruit juices, vegetables, potatoes (including French fries), whole grains, meat/poultry/fish, dairy, legumes, saturated fat, "added sugars" (in sweetened cereals, soft drinks, and sweets), glycemic load and glycemic index. A secondary analysis produces estimates for intake of sugary beverages (both kcal and frequency). Individual portion sizes are asked.Block G, Hartman AM, Dresser CM, Carroll MD, Gannon J, Gardner L. A data-based approach to diet questionnaire design and testing. Am J Epidemiol 1986; 124:453-469.Ages 5-21
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Edinburgh HandednessEHQEHQThe Edinburgh Handedness Inventory is a measurement scale used to assess the dominance of a person's right or left hand in everyday activities. The inventory can be used by an observer assessing the person, or by a person self-reporting hand use.Oldfield, R.C. (1971). The assessment and analysis of handedness: The Edinburgh inventory. Neuropsychologia, 9(1), 97-113.All participants
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Motor SkillsGrooved PegboardPegboardPegboardThis manipulative dexterity test contains twenty-five holes with randomly positioned slots and pegs which have a key along one side. Pegs must be rotated to match the hole before they can be inserted. This procedure measures performance speed in a fine motor task by examining both sides of the body, inferences may be drawn regarding possible lateral brain damage.http://lafayetteevaluation.com/products/grooved-pegboardAll participants
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VisionIshihara Color Vision TestColorVisionColorVisionThe Ishihara Color Vision Test is a color perception test for red-green color deficiencies. The test consists of either 24 plates containing a circle of dots in various sizes and colors. Within the pattern are dots that form a number visible to those with normal color vision and invisible, or difficult to see, for those with red-green color vision defect.Ishihara, S. The Series of Plates Designed as a Test for Color-Deficiency. Tokyo, Japan: Kanehara Trading Inc. (1936).All participants
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Medical Status MeasuresPeterson Puberty ScalePPSPPSThe Peterson Puberty Scale is an adaptation of an interview-based puberty-rating scale by Petersen, and includes scores for each of five items rating physical development, an overall maturation measure, and a categorical maturation score. It is designed to be non-invasive, not requiring the use of pictures.Petersen, A., Crockett, L., Richards, M., & Boxer, A. (1988). "A self-report measure of pubertal status: Reliability, validity, and initial norms." Journal of Youth and Adolescence, 17(2), 117-133.Parents of Participants ages 6-10, participants ages 11+
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Drug ScreenDrugScreenDrugScreenParticipants completing the MRI protocol are requested to complete a drug screen prior to the scan. Participants can opt out of this test.Participants ages 11+ completing the MRI protocol
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Pregnancy TestPregnancyPregnancyFemale participants completing the MRI protocol are requested to complete a drug screen prior to the scan. Participants can opt out of this test.Female participants ages 11+ completing the MRI protocol
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Questionnaire Measures of Emotional and Cognitive StatusAdult Self Report ASRASRThe ASR is a self-administered instrument that examines diverse aspects of adaptive functioning and problems.Achenbach T., Rescorla, L. (2003). Manual for the ASEBA Adult Forms & Profiles. Burlington, VT: University of Vermont, Research Center for Children, Youth, and Families.Adult participants ages 18+
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Youth Self ReportYSRYSRYouth (ages 11-18) rate themselves for how true each item is now or has been during the past 6 months, using the same 3-point scale as the CBCL 6-18 and the TRF. YSR also has 14 socially desirable items that most youths endorse about themselves. Achenbach, T. M. (1991). Manual for the Youth Self-Report and 1991 profile. Burlington, VT: University of Vermont, Department of Psychiatry.Participants ages 11-17
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Mood and Feelings Questionnaire – Long VersionMFQ_SRMFQ_SRThe MFQ consists of a series of descriptive phrases regarding how the subject has been feeling or acting recently. Codings reflect whether the phrase was descriptive of the subject most of the time, sometimes, or not at all in the past two weeks.Angold, A., Costello, E. J., Messer, S. C., Pickles, A., Winder, F., & Silver, D. (1995) The development of a short questionnaire for use in epidemiological studies of depression in children and adolescents. International Journal of Methods in Psychiatric Research, 5, 237 - 249.Participants 8+
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Screen for Child Anxiety Related Disorders - Self-reportSCARED_SRSCARED_SRThe SCARED is a child and parent self-report instrument used to screen for childhood anxiety disorders including general anxiety disorder, separation anxiety disorder, panic disorder, and social phobia. In addition, it assesses symptoms related to school phobias. Birmaher, B., Brent, D. A., Chiappetta, L., Bridge, J., Monga, S., & Baugher, M. (1999). Psychometric properties of the Screen for Child Anxiety Related Emotional Disorders (SCARED): a replication study. Journal of the American Academy of Child and Adolescent Psychiatry, 38(10), 545-553.Participants 8+
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Conners ADHD Rating Scales - Self Report Short FormC3SRC3SRThe Conners ADHD Rating Scale is an instrument that uses self-report ratings to help assess attention deficit/hyperactivity disorder (ADHD) and evaluate problem behavior in children and adolescents.Conners, C.K. (2001). Conners’ Rating Scales-Revised. North Tonawanda, NY: Multi-Health Systems, Inc.Participants age 8-21
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Affective Reactivity Index – Self ReportARI_SARI_SThe Affective Reactivity Index- Self Report is a concise scale for the dimensional assessment of irritability.Stringaris, A., Goodman, R., Ferdinando, S., Razdan, V., Muhrer, E., Leibenluft, E., & Brotman, M. (2012). The Affective Reactivity Index: A concise irritability scale for clinical and research settings. Journal of Child Psychology and Psychiatry. 53(11) pp. 1109-1117.All participants
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Columbia Suicide Severity Rating ScaleCSSRSCSSRSThe Columbia Suicide Severity Rating Scale is a 6-item scale used to assess the severity of suicidal thoughts and behaviors. It is administered by a clinician as an interview, only to those participants who screen positive for suicidal thoughts or behaviors.Posner, K., Brown, G.K., Stanley, B., Brent, D.A., Yershova, K.V., Oquendo, M.A., Currier, G.W., Melvin, G., Greenhill, L., Shen, S., & Mann, J.J., The Columbia-Suicide Severity Rating Scale: Initial Validity and Internal Consistency Findings From Three Multisite Studies With Adolescents and Adults American Journal of Psychiatry, 2011; 168:1266-1277.All participants
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The Columbia Impairment Scale-Self Report VersionCIS_SRCIS_SRThe CIS is a 13 item self report scale that assesses global functioning in domains of interpersonal relations, psychopathology, school performance, use of leisure time; monitors progress after 6 mo of treatment.Bird, H. R., Shaffer, D., Fisher, P., & Gould, M. S. (1993). The Columbia Impairment Scale (CIS): Pilot findings on a measure of global impairment for children and adolescents. International Journal of Methods in Psychiatric Research.All participants
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WHO Disability Assessment Schedule – Self ReportWHODAS_SRWHODAS_SRThe WHODAS is a generic assessment instrument for health and disability. It assesses function across domains of cognition, mobility, self-care, getting along, life activities, and participation.Gold, Liza H. "DSM-5 and the assessment of functioning: the World Health Organization Disability Assessment Schedule 2.0 (WHODAS 2.0)." Journal of the American Academy of Psychiatry and the Law Online 42.2 (2014): 173-181.All Participants
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Inventory of Callous-Unemotional TraitsICU_SRICU_SRThe Inventory of Callous-Unemotional Traits (ICUT) is a copyright protected 24-item questionnaire designed to provide a comprehensive assessment of callous and unemotional traits.  These traits have proven to be important for designating a distinct subgroup group of antisocial and aggressive youth.   The ICUT has three subscales:  Callousness, Uncaring, and UnemotionalEssau, C.A., Sasagawa, S., & Frick, P.J. (2006). Callous-unemotional traits in a community sample of adolescents. Assessment, 132, 454-469.All participants
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Positive and Negative Affect SchedulePANASPANASThe Positive and Negative Affect Schedule (PANAS) comprises two mood scales, one that measures positive affect and the other which measures negative affect. Used as a psychometric scale, the PANAS can show relations between positive and negative affect with personality stats and traits. Ten descriptors are used for each PA scale and NA to define their meanings. Participants in the PANAS are required to respond to a 20-item test using 5-point scale that ranges from very slightly or not at all (1) to extremely (5).Watson, D., Clark, L. A., & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: The PANAS scales. Journal of Psychology, 54(6), 1063-1070.All participants
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Questionnaire Measures of Substance Use & Addiction Fagerstrom Test for Nicotine DependenceFTNDFTNDThe FTND is a self-administered questionnaire that consists of 6 questions, and examines nicotine consumption and intake habits in those that smoke cigarettes. It is used as a screening instrument that assesses nicotine dependence in adults who are currently smokers or have been in the past two years. Level of nicotine dependence is scored on a scale from 0-10, with 0-2: very low dependence and 8-10: very high dependence.Heatherton TF, Kozlowski LT, Frecker RC, Fagerstrom KO (1991). The Fagerstrom Test for Nicotine Dependence: A revision of the Fagerstrom Tolerance Questionnaire. British Journal of Addictions, 86, 1119-27.Participants ages 18+
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Alcohol Use Disorders Identification Test AUDITAUDITThe AUDIT is a simple, 10-item form developed by the World Health Organization to screen for problem or hazardous alcohol use in a clinical setting. Saunders, J.B., Aasland, O.G., Babor, T.F., de la Fuente, J.R. and Grant, M. (1993). Development of the Alcohol Use Disorders Identification Test (AUDIT): WHO collaborative project on early detection of persons with harmful alcohol consumption. II. Addiction, 88, 791-804.Participants age 11+
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Modified Fagerstrom Tolerance Questionnaire-AdolescentsFTQAFTQAThis self-administered questionnaire consists of 7 questions, and is a modified version of the FTND that aims to assess nicotine tolerance in adolescents. Prokhorov, A.V., Pallonen, U.E., Fava, J.L., Ding, L., Niaura, R. (1996). Measuring nicotine dependence among high-risk adolescent smokers. Addict Behav, 21 (1), 117-127.Participants ages 13-17
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European School Survey Project on Alcohol and Other Drugs ESPADESPADThe European School Survey Project on Alcohol and Other Drugs (ESPAD) is an adaptive questionnaire. It consists of a 16-question drug and alcohol screening form and additional follow up questions only for substances that a participant endorses. Hibell, B., Guttormsson, U., Ahlström, S., et al. (2012), The 2011 ESPAD Report: substance use among students in 36 European countries. The Swedish Council for Information on Alcohol and Other Drugs (CAN), Stockholm, Sweden Participants ages 10 +
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Internet Addiction TestIATIATThe Internet Addiction Test (IAT) is a 20-item scale that measures characteristics and behaviors associated with compulsive use of the Internet that include compulsivity, escapism, and dependency. Questions also assess problems related to addictive use in personal, occupational, and social functioning. Young, K. S. (1998) Internet addiction: The emergence of a new clinical disorder. CyberPsychology and Behavior, 1(3), 237-244. All participants
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Yale Food Addiction ScaleYFAS, YFAS_CYFAS, YFAS_CThe Yale Food Addiction Scale is a measure that has been developed to identify those who are most likely to be exhibiting markers of substance dependence with the consumption of high fat/high sugar foods. This 25-item self-report measure includes mixed response categories (dichotomous and Likert-type format). A food addiction symptom (e.g., tolerance, withdrawal, loss of control) count can be obtained which is similar to the criteria for substance dependence of the DSM-IV-TR (American Psychiatric Association, 2000). Gearhardt, A.N., Corbin, W.R., & Brownell, K.D. (2009). Preliminary validation of the Yale Food Addiction Scale. Appetite, 52, 430-436.Participants ages 5-16 will complete the YFAS-Child.Participants 17+ will complete the YFAS.
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Questionnaire Measures of Family Structure, Stress, and TraumaChildren’s Perception of Interparental ConflictCPICCPICGuided by Grych and Fincham's theoretical framework for investigating the relation between interparental conflict and child adjustment, The Children's Perception of Interparental Conflict Scale (CPIC) was developed to assess children's views of several aspects of marital conflict. Grych, J.H., Seid, M. , & Fincham, F.D. (1992). Assessing marital conflict from the child's perspective: The Children's Perception of Interparental Conflict Scale. Child Development, 63, 558-572. Age 8-21
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Alabama Parenting Questionnaire APQ_SRAPQ_SRThe APQ measures is a 42 item questionnaire measuring five domains of parenting that are relevant to the etiology and treatment of child externalizing problems: positive involvement, supervision/monitoring, use of positive discipline, consistency in the use of such discipline, and use of corporal punishment. Essau, C.A., Sasagawa, S., & Frick, P.J. (2006).  Psychometric properties of the Alabama Parenting Questionnaire.  Journal of Child and Family Studies, 15, 597-616.Age 6-21
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Children’s Coping Strategies Checklist-Revised CCSCCCSCThe CCSC is a self-report inventory in which children describe their coping efforts. The items were written to represent 11 dimensions of coping identified in a content analysis of children coping with divorce: cognitive decision making, direct problem solving, seeking understanding, positive cognitive restructuring, expressive feelings, physical release of emotion, distracting action, avoidant action, cognitive avoidance, emotion focused support, and problem focused support.. Administration of this checklist includes the General Coping Efficacy sub-scale. Ayers, T. S., Sandler, I. N., Bernzweig, J. A., Harrison, R. J., Wampler, T. W., & Lustig, J. L. (1989). Handbook for the content analyses of children's coping responses. Tempe, AZ: Program for Prevention Research, Arizona State University.Ages 8-21
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PhenX School RiskPhenX_SchoolPhenX_SchoolThis measure can be used to identify specific school-related risk and protective factors that can predict adolescent (and later life) substance use and abuse (Hemphill et al., 2011; Beyers et al., 2004)Participants ages 12-18
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