Assessing Irritability in Primary School-Aged Children: How to Test and Whom to Ask

Background/Objectives: An increasing number of children and adolescents with mental health issues across many countries highlights the need for effective, accessible prevention strategies. Within the Research Domain Criteria framework, irritability—an emotional response to expected but blocked rewards—has been identified as an early indicator of declining mental well-being before the onset of mental disorders. Developing reliable yet resource-efficient methods to assess irritability is an important first step toward targeted prevention. Methods: We tested the German Version of a frustration Go/No-Go task enabling to deliberately induce frustration through expected but blocked rewards in N = 68 children aged eight to ten (mean age = 8.9 years, SD = 0.7; 36 females) and parallelly assessed irritability with the 7-item low cost Affective Reactivity Index (ARI) with ratings of parents, teachers and children. Results: The German Version of the frustration Go/No-Go task proved reliable and valid. Teacher ratings demonstrated the highest predictive validity for irritability among all informants. Conclusions: Both the 7-item ARI, rated by teachers, and the frustration Go/No-Go task are recommended for assessing irritability. In the future, irritability assessments should be implemented for all primary school-aged children. Based on the components that contribute to irritability, targeted prevention measures should be offered.

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