Standard administration and scoring of the CAPS-5 are essential for producing reliable and valid scores and diagnostic decisions. The CAPS-5 should be administered only by qualified interviewers who have formal training in structured clinical interviewing and differential diagnosis, a thorough understanding of the conceptual basis of PTSD and its various symptoms, and detailed knowledge of the features and conventions of the CAPS-5 itself. Select each item below to review key points about administering the CAPS-5 interview.

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1. Identify an index traumatic event to serve as the basis for symptom inquiry

Identify an index traumatic event to serve as the basis for symptom inquiry. Administer the Life Events Checklist for DSM-5 (LEC-5) and Criterion A inquiry provided in the CAPS-5, or use some other structured, evidence-based method. The index event may involve either a single incident (e.g., “the accident”) or multiple, closely related incidents (e.g., “the worst parts of your combat experiences”).

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2. Read prompts verbatim, one at a time, and in the order presented

Read prompts verbatim, one at a time, and in the order presented. The only exceptions to this include:

  1. Use of the respondent's own words for labeling the index event or describing specific symptoms.
  2. Rephrasing of standard prompts to acknowledge previously reported information, but return to verbatim phrasing as soon as possible. For example, an inquiry for item 20 might begin: "You already mentioned having problems sleeping. What kinds of problems?"
  3.  Following up ad lib after exhausting ALL standard prompts. In this situation, repeating the initial prompt often helps refocus the respondent. The following open-ended questions/prompts are also useful when the standard prompts have been exhausted; these can be used with any CAPS-5 question:
    • Give me an example.
    • Tell me more about that.
    • Anything else?
    • How much of a problem is that for you?
    • Are you able to manage?
    • How would things be different if you didn’t have that problem?
  4. As needed, asking for specific examples or directing the respondent to elaborate even when such prompts are not provided explicitly.
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3. In general, DO NOT suggest responses

In general, DO NOT suggest responses. If a respondent has pronounced difficulty understanding a prompt, it may be necessary to offer a brief example to clarify and illustrate. However, this should be done rarely and only after the respondent has been given ample opportunity to answer spontaneously.

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4. Do not read rating scale anchors to the respondent

Do not read rating scale anchors to the respondent. They are intended only for you, the interviewer, because appropriate use requires clinical judgment and a thorough understanding of CAPS-5 scoring conventions. An occasional exception to this rule can be made for frequency – if the respondent does not understand or struggles with providing frequency, you can suggest options. However, intensity and severity ratings should NEVER be read to the respondent.

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5. Move through the interview as efficiently as possible

Move through the interview as efficiently as possible to minimize respondent burden. Some useful strategies:

  1. Be thoroughly familiar with the CAPS-5 so that prompts flow smoothly.
  2. Ask the fewest number of prompts needed to obtain sufficient information to support a valid rating.
  3. Minimize note taking and write while the respondent is talking to avoid long pauses.
  4. Take charge of the interview. Be respectful but firm in keeping the respondent on task, transitioning betweenquestions, pressing for examples, or pointing out contradictions.
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