scholarly journals The Strengths and Difficulties Questionnaire Self-Report: A Valid Instrument for the Identification of Emotional and Behavioral Problems

2019 ◽  
Vol 19 (4) ◽  
pp. 471-476 ◽  
Author(s):  
Meinou H.C. Theunissen ◽  
Marianne S. de Wolff ◽  
Sijmen A. Reijneveld
Keyword(s):  
Behavioral Problems ◽  
Strengths And Difficulties Questionnaire ◽  
Self Report ◽  
Emotional And Behavioral Problems ◽  
Valid Instrument ◽  
Strengths And Difficulties

Is the Strengths and Difficulties Questionnaire applicable to lower educated adolescents?

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
M Theunissen ◽  
M de Wolff
Keyword(s):  
Psychometric Properties ◽  
Behavioral Problems ◽  
Strengths And Difficulties Questionnaire ◽  
Self Report ◽  
Emotional And Behavioral Problems ◽  
Highly Educated ◽  
Preventive Child Healthcare ◽  
Valid Instrument ◽  
Strengths And Difficulties ◽  
Optimal Implementation

Abstract Background The Strengths and Difficulties Questionnaire self-report (SDQ-SR) is a widely used instrument to identify emotional and behavioral problems by Preventive Child Healthcare (PCH). It is a valid instrument in more highly educated adolescents, however evidence regarding lower educated adolescents (vocational school) is lacking. The aim of this study was to compare the psychometric properties of the SDQ-SR when used with less well and more highly educated ('higher') adolescents, and to explore opinions of adolescents and PCH professionals regarding its suitability. Methods We included 426 adolescents (130 lower and 296 higher educated), who completed the SDQ-SR. We compared how the psychometric properties (i.e. internal consistency) applied to lower and higher educated adolescents. We assessed whether the five-factor structure of the SDQ is invariant across different educational levels. Moreover, we interviewed 24 adolescents from pre-vocational secondary education schools, and performed online focus group interviews with 17 PCH professionals. Results The internal consistencies (Cronbach's alphas) per SDQ scale were comparable for lower and higher educated adolescents. On most subscales the lower educated adolescents had higher mean scores than the higher educated adolescents. Findings on differences by educational level for the other psychometric properties, i.e. multi-group invariance and single group (CFA) analyses, were inconsistent, with some measures showing unequal factor loadings but others not. Although professionals and lower educated adolescents reported that the SDQ includes many outdated and difficult words, professionals nevertheless perceived the SDQ-SR as a valid instrument. Conclusions The psychometric properties of the SDQ-SR are sufficient for use among lower educated adolescents. However, for optimal implementation in PCH there is a need for improvement in the wording of the SDQ, as expressed by both professionals and adolescents. Key messages The psychometric properties of the SDQ are sufficient for use among lower educated adolescents. For optimal implementation the SDQ needs to be updated in more understandable language.

Confirmatory Factor Analysis of the Adolescent Self-Report Strengths and Difficulties Questionnaire

2008 ◽  
Vol 24 (1) ◽  
pp. 43-48 ◽  
Author(s):  
Andrew Percy ◽  
Patrick McCrystal ◽  
Kathryn Higgins
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Behavioral Problems ◽  
Strengths And Difficulties Questionnaire ◽  
Self Report ◽  
Emotional And Behavioral Problems ◽  
Factor Analysis Model ◽  
Component Structure ◽  
Confirmatory Factor ◽  
Strengths And Difficulties

Abstract. The Strengths and Difficulties Questionnaire (SDQ) is a widely used 25-item screening test for emotional and behavioral problems in children and adolescents. This study attempted to critically examine the factor structure of the adolescent self-report version. As part of an ongoing longitudinal cohort study, a total of 3,753 pupils completed the SDQ when aged 12. Both three- and five-factor exploratory factor analysis models were estimated. A number of deviations from the hypothesized SDQ structure were observed, including a lack of unidimensionality within particular subscales, cross-loadings, and items failing to load on any factor. Model fit of the confirmatory factor analysis model was modest, providing limited support for the hypothesized five-component structure. The analyses suggested a number of weaknesses within the component structure of the self-report SDQ, particularly in relation to the reverse-coded items.

scholarly journals Parent-Adolescent Agreement on Adolescents’ Emotional and Behavioral Problems Assessed by the Strengths and Difficulties Questionnaire

2021 ◽  
Vol 8 ◽  
pp. 2333794X2110012
Author(s):  
Kentaro Kawabe ◽  
Fumie Horiuchi ◽  
Hiroyuki Uno ◽  
Kiwamu Nakachi ◽  
Rie Hosokawa ◽  
...  
Keyword(s):  
Conduct Problems ◽  
Behavioral Problems ◽  
Comprehensive Evaluation ◽  
Parent Report ◽  
The Self ◽  
Strengths And Difficulties Questionnaire ◽  
Self Report ◽  
Emotional And Behavioral Problems ◽  
Cross Sectional ◽  
Strengths And Difficulties

Objective. The perception of emotion and behavior is different between adolescents and their parents. Parent-adolescent agreement on emotional and behavioral problems has not been well researched. The aim of this study was to explore and compare how well the information from themselves matches with the judgments by their parents in terms of emotional and behavioral problems. Methods. The cross-sectional study was conducted using the self-report and parent-report Strengths and Difficulties Questionnaire (SDQ). A total of 1254 Japanese school adolescents aged 12 to 18 and their parents were assessed almost the same time. The results were analyzed using the paired t-test and 2-way analysis of variance for the discrepancies of parent-adolescent agreements in each age and gender groups. Results. Adolescents obtained higher total difficulty and all subscales scores of SDQ than their parents. The effect of grade on the self/parent discrepancy scores were significantly observed on the conduct problems ( P < .001), hyperactivity ( P = .009), and prosocial behavior ( P < .001). The effect of gender was shown significantly on the emotional problems ( P < .001), conduct problems ( P < .001), and peer problems ( P = .002). Conclusion. Adolescents reported more problems than their parents did. For comprehensive evaluation of adolescents’ mental health, it is necessary to draw information from both the adolescents themselves and their parents, and pay attention to the gap between adolescents and their parents’ perception.

Strengths and Difficulties Questionnaire: Psychometric Properties and Normative Data for Spanish 5- to 17-Year-Olds

Assessment ◽  
2020 ◽  
pp. 107319112091892 ◽  
Author(s):  
Gemma Español-Martín ◽  
Mireia Pagerols ◽  
Raquel Prat ◽  
Cristina Rivas ◽  
Laura Sixto ◽  
...  
Keyword(s):  
Psychometric Properties ◽  
Measurement Invariance ◽  
Behavioral Problems ◽  
Normative Data ◽  
Child Behavior Checklist ◽  
Five Factor Model ◽  
Strengths And Difficulties Questionnaire ◽  
Self Report ◽  
Emotional And Behavioral Problems ◽  
Strengths And Difficulties

The Strengths and Difficulties Questionnaire (SDQ) has been extensively used to measure common forms of psychopathology among children and adolescents. However, its psychometric properties vary across countries and several controversial issues warrant further investigation. This study aimed to evaluate whether the Spanish version of the SDQ is a reliable and valid tool for assessing emotional and behavioral problems in a sample of 6,775 students aged 5 to 17 years, as rated by parents, teachers, and youth. We examined the internal consistency of the questionnaire, its factor structure, and measurement invariance across child’s gender and age. Criterion validity was tested against the Child Behavior Checklist (CBCL), Teacher’s Report Form (TRF), and Youth Self-Report (YSR), and we measured the ability of the SDQ to identify children with specific psychiatric disorders. Finally, we provide, for the first time, Spanish normative data for children aged 5 to 10 and 11 to 17 years, according to gender and each informant. Our results revealed acceptable reliability estimates for all SDQ subscales. Confirmatory factor analysis supported the original five-factor model and full measurement invariance was found. Furthermore, SDQ scores showed a moderate to strong correlation with those on the equivalent CBCL/TRF/YSR scales, and were effective in discriminating individuals with and without clinical diagnoses.

scholarly journals Measurement Equivalence and Convergent Validity of a Mental Health Rating Scale

Assessment ◽  
2018 ◽  
Vol 27 (8) ◽  
pp. 1901-1913 ◽  
Author(s):  
Sanne C. Smid ◽  
Joop J. Hox ◽  
Einar R. Heiervang ◽  
Kjell Morten Stormark ◽  
Mari Hysing ◽  
...  
Keyword(s):  
Behavioral Problems ◽  
Latent Variable ◽  
Convergent Validity ◽  
Rating Scale ◽  
Measurement Equivalence ◽  
Strengths And Difficulties Questionnaire ◽  
Emotional And Behavioral Problems ◽  
Missing Completely At Random ◽  
Strengths And Difficulties ◽  
Bergen Child Study

Emotional and behavioral problems among children and adolescents may be studied using the Strengths and Difficulties Questionnaire, containing five subscales, based on ratings by parents, teachers, or adolescents themselves. We investigate two measurement issues using data from a longitudinal sample of 8,806 participants aged 7 to 9 years and 11 to 13 years from the Bergen Child Study in Bergen, Norway. First, convergent validity of parent and teacher ratings is studied using a multitrait–multimethod approach. Second, longitudinal measurement equivalence is studied using confirmatory factor analysis, which requires us to deal with the considerable attrition. The multitrait–multimethod indicates not only good convergent validity but also considerable method variance for parents and teachers. The reliability and validity of some subscales are relatively low. Attrition analysis indicates that attrition is not missing completely at random, but estimation assuming missing at random makes no real difference. We conclude that assuming missing completely at random is acceptable. Comparing ratings by parents and teachers results in partial scalar equivalence. In addition, all subscales exhibit (partial) longitudinal scalar measurement equivalence. We recommend using latent variable modeling and not summated scales for longitudinal modeling using the Strengths and Difficulties Questionnaire.

Measurement Invariance of the Parent Version of the Strengths and Difficulties Questionnaire (SDQ) Across Community and Clinical Populations

2018 ◽  
Vol 34 (4) ◽  
pp. 238-246 ◽  
Author(s):  
Iris A. M. Smits ◽  
Meinou H. C. Theunissen ◽  
Sijmen A. Reijneveld ◽  
Maaike H. Nauta ◽  
Marieke E. Timmerman
Keyword(s):  
Measurement Invariance ◽  
Clinical Sample ◽  
Community Sample ◽  
Strengths And Difficulties Questionnaire ◽  
Emotional And Behavioral Problems ◽  
Clinical Settings ◽  
Favorable Result ◽  
Strengths And Difficulties ◽  
Parent Version ◽  
Clinical Populations

Abstract. The Strengths and Difficulties Questionnaire (SDQ) is a popular screening instrument for the detection of social-emotional and behavioral problems in children in community and clinical settings. To sensibly compare SDQ scores across these settings, the SDQ should measure psychosocial difficulties and strengths in the same way across community and clinical populations, that is, the SDQ should be measurement invariant across both populations. We examined whether measurement invariance of the parent version of the SDQ holds using data from a community sample (N = 707) and a clinical sample (N = 931). The results of our analysis suggest that measurement invariance of the SDQ parent version across community and clinical populations is tenable, implying that one can compare the SDQ scores of children across these populations. This is a favorable result since it is common clinical practice to interpret the scores of a clinical individual relative to norm scores that are based on community samples. The findings of this study support the continued use of the parent version of the SDQ in community and clinical settings.

scholarly journals Does the Strengths and Difficulties Questionnaire – self report yield invariant measurements across different nations? Data from the International Child Mental Health Study Group

2014 ◽  
Vol 24 (4) ◽  
pp. 323-334 ◽  
Author(s):  
D. Stevanovic ◽  
R. Urbán ◽  
O. Atilola ◽  
P. Vostanis ◽  
Y. P. Singh Balhara ◽  
...  
Keyword(s):  
Measurement Invariance ◽  
Conduct Problems ◽  
Factor Model ◽  
Five Factor Model ◽  
Strengths And Difficulties Questionnaire ◽  
Self Report ◽  
Health Study ◽  
Prosocial Behaviour ◽  
Emotional Symptoms ◽  
Strengths And Difficulties

Aims.This study evaluated the measurement invariance of the strengths and difficulties questionnaire (SDQ) self-report among adolescents from seven different nations.Methods.Data for 2367 adolescents, aged 13–18 years, from India, Indonesia, Nigeria, Serbia, Turkey, Bulgaria and Croatia were available for a series of factor analyses.Results.The five-factor model including original SDQ scales emotional symptoms, conduct problems, hyperactivity–inattention problems, peer problems and prosocial behaviour generated inadequate fit degree in all countries. A bifactor model with three factors (i.e., externalising, internalising and prosocial) and one general problem factor yielded adequate degree of fit in India, Nigeria, Turkey and Croatia. The prosocial behaviour, emotional symptoms and conduct problems factor were found to be common for all nations. However, originally proposed items loaded saliently on other factors besides the proposed ones or only some of them corresponded to proposed factors in all seven countries.Conclusions.Due to the lack of a common acceptable model across all countries, namely the same numbers of factors (i.e., dimensional invariance), it was not possible to perform the metric and scalar invariance test, what indicates that the SDQ self-report models tested lack appropriate measurement invariance across adolescents from these seven nations and it needs to be revised for cross-country comparisons.

Evaluation of the relationship between emotional and behavioral problems and quality of life of adolescents in school

2019 ◽  
Vol 24 (4) ◽  
pp. 655-663
Author(s):  
Ayla Hendekçi ◽  
Sonay Bilgin
Keyword(s):  
Quality Of Life ◽  
Behavioral Problems ◽  
Subscale Score ◽  
Emotional And Behavioral Problems ◽  
School Age ◽  
Quality Of Life Inventory ◽  
Strengths And Difficulties ◽  
The Mean ◽  
The Relationship

This study was conducted to determine the quality of life and difficulties of adolescents in school age. This descriptive study was conducted in a city center three secondary School. Similarly from each school 114,114,116 people participated in the study, 4 students could not be included in the study due to insufficient data and the study was completed with 344 students. Questionnaire developed by the researcher, the Strengths and Difficulties Questionnaire (SDQ), and the Pediatric Quality of Life Inventory (PedsQL) were used for data collection. Research was completed in line with the ethical principles. According to the evaluations, it was observed that 50.6% of the students was 13 years old, 52% was male, and 53.5% was in the seventh grade. The total score average for PedsQL was 81.58 ± 13.65, and the mean total score for SDQ was 25.02 ± 4.813. A positive and significant correlation was found between “behavioral problems” subscale score of the SDQ and all subscales of PedsQL except the “physical health” subscale as well as the positive and significant correlation between the mean total scores of PedsQL and SDQ. It was observed that the quality of life of the students is affected negatively as the difficulties experienced during adolescence increase. Some recommendations were made to reveal the problems experienced by school-age adolescents and to increase their quality of life.

Sign in / Sign up

Export Citation Format

Share Document