{'fraction_non_alphanumeric': 0.017857142857142856, 'fraction_numerical': 0.0, 'mean_word_length': 6.2926829268292686, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Structured diagnostic interviews for children and adolescents: current status and future directions.

Five structured diagnostic interviews keyed to DSM-III criteria for psychiatric disorders in childhood and adolescence are in varying stages of development and differ in respect to format, organization, procedures for interviewing informants, diagnostic content, scoring, and time frame for inquiries. High levels of test-retest reliability have been shown for affective disorder, attention deficit disorder, and conduct disorder on several interview schedules. Evaluation of existing psychometric assessments requires consideration of diagnostic comprehensiveness and the psychiatric treatment status and age distribution of samples. A worthwhile goal for future research is to establish an empirical rationale for all essential features of instruments, thereby reducing unnecessary diversity.