The German Strengths and Difficulties Questionnaire (SDQ)

2010 ◽  
Vol 26 (4) ◽  
pp. 256-262 ◽  
Author(s):  
Ulrike Petermann ◽  
Franz Petermann ◽  
Ina Schreyer
Keyword(s):  
Correlation Analysis ◽  
Teacher Ratings ◽  
Screening Instrument ◽  
Preschool Age ◽  
Strengths And Difficulties Questionnaire ◽  
Preschool Age Children ◽  
Discriminant Analyses ◽  
Strengths And Difficulties ◽  
Behavioral Attributes ◽  
And Behavior

The Strengths and Difficulties Questionnaire (SDQ) is a screening instrument that addresses positive and negative behavioral attributes of children and adolescents. Although this questionnaire has been used in Germany to gather information from parents and teachers of preschoolers, few studies exist that verify the validity of the German SDQ for this age. In the present study, teacher ratings were collected for 282 children aged 36 to 60 months (boys = 156; girls = 126). Likewise, teacher ratings were collected with another German checklist for behavior problems and behavior disorders at preschool age (Verhaltensbeurteilungsbogen für Vorschulkinder, VBV 3–6). Moreover, children’s developmental status was assessed. Evaluation included correlation analysis as well as canonical correlation analysis to assess the multivariate relationship between the set of SDQ variables and the set of VBV variables. Discriminant analyses were used to clarify which SDQ variables are useful to differentiate between children with or without developmental delay in a multivariate model. The results of correlation and discriminant analyses underline the validity of the SDQ for preschoolers. According to these results, the German teacher SDQ is recommended as a convenient and valid screening instrument to assess positive and negative behavior of preschool age children.

Emotion and Behavior: A General Factor of Personality From the EAS Temperament Survey and the Strengths and Difficulties Questionnaire

2012 ◽  
Vol 15 (5) ◽  
pp. 668-671 ◽  
Author(s):  
Livia Veselka ◽  
Julie Aitken Schermer ◽  
Caroline Just ◽  
Yoon-Mi Hur ◽  
J. Philippe Rushton ◽  
...  
Keyword(s):  
Factor Analysis ◽  
Individual Differences ◽  
Social Desirability ◽  
Principal Factor ◽  
Strengths And Difficulties Questionnaire ◽  
General Factor ◽  
Order Dimension ◽  
General Factor Of Personality ◽  
Strengths And Difficulties ◽  
And Behavior

The mothers of 603 pairs of 3- to 13-year-old twins in Korea completed the Emotionality, Activity, Sociability (EAS) Temperament Survey and the Strengths and Difficulties Questionnaire in reference to their twins. Principal factor analysis of the seven scales comprising these measures yielded a general factor on which all the scales had moderate to large loadings. Univariate behavioral genetic analyses showed that individual differences on this general factor could best be accounted for by additive genetic and non-shared environmental effects, with a heritability of 53%. The results strengthen the construct validity of the general factor of personality (GFP) by extracting this higher-order dimension from disparate measures, and have implications regarding social desirability criticisms applied to the GFP theory.

Normierung und Evaluation der deutschen Elternversion des Strengths and Difficulties Questionnaire (SDQ): Ergebnisse einer repräsentativen Felderhebung

2002 ◽  
Vol 30 (2) ◽  
pp. 105-112 ◽  
Author(s):  
W. Woerner ◽  
A. Becker ◽  
C. Friedrich ◽  
A. Rothenberger ◽  
H. Klasen ◽  
...  
Keyword(s):  
Kinder Und Jugendliche ◽  
Screening Instrument ◽  
Strengths And Difficulties Questionnaire ◽  
Strengths And Difficulties

Zusammenfassung: Fragestellung: Der Strengths and Difficulties Questionnaire (SDQ) ist ein kurzer Fragebogen zu Verhaltensauffälligkeiten und -stärken bei Kindern und Jugendlichen, der in Eltern- und Lehrerversionen sowie als Selbstbericht vorliegt. Bei der Formulierung der 25 SDQ-Items wurde gezielt auf eine Ausgewogenheit von positiven und negativen Verhaltensaspekten geachtet. Zur deutschen Version existieren erste Validierungsbefunde, bislang aber noch keine Normierung. Methode: In einer bundesweiten repräsentativen Felderhebung wurde für 930 sechs- bis 16-jährige Kinder und Jugendliche die Elternversion des SDQ komplett ausgefüllt. Nach einer Überprüfung der faktoriellen Struktur der deutschen Fassung wurden anhand der Verteilungen der Skalenrohwerte Grenzwerte bestimmt, um individuelle Skalenwerte zu einer von drei Kategorien (unauffällig / Grenzbefund / auffällig) zuzuordnen. Schließlich wurden mögliche Geschlechts-, Alters- und Schichteffekte betrachtet. Ergebnisse: Die erhaltene faktorielle Struktur entsprach genau der ursprünglichen Skalenbildung. Statistisch bedeutsame, aber nur gering ausgeprägte Effekte von Alter, Geschlecht und sozialer Schichtzugehörigkeit führten lediglich beim Gesamtproblemwert zu einer differenzierten Bestimmung alters- und geschlechtsspezifischer Grenzwerte, nicht jedoch bei den SDQ-Einzelskalen. Schlussfolgerungen: Angesichts der exakten Replikation der 5 SDQ-Skalen erhöhen die hier erhobenen Normdaten den diagnostischen Wert des Instruments. Sie dienen ferner als Grundlage für weitere Validierungsstudien, um den klinischen Nutzen des deutschen SDQ als praktikables und ökonomisches Screening-Instrument, für die Eingangsdiagnostik sowie zur Dokumentation von Therapieverläufen zu evaluieren.

scholarly journals Strengths and Difficulties Questionnaire Parent Report (SDQ-PR) As Screening Instrument of Children Mental Health in Indonesia

2019 ◽  
Vol 46 (2) ◽  
pp. 130
Author(s):  
Supra Wimbarti ◽  
Juliarni Siregar ◽  
Mistety Oktaviana ◽  
Regiastri Regiastri
Keyword(s):  
Emotional Problem ◽  
Behavior Disorder ◽  
Parent Report ◽  
Strengths And Difficulties Questionnaire ◽  
Chi Square ◽  
Child Psychologist ◽  
Clinical Diagnoses ◽  
Icd 10 ◽  
Strengths And Difficulties ◽  
And Behavior

This study aims at examining the agreement level between clinical diagnoses by a senior psychologist in the hospital and diagnoses/screening on Strengths and Difficulties Questionnaire conducted by parents. Using ICD 10 (Indonesian version) as the gold standard, a clinical child psychologist diagnosed 253 male and female elementary school children aged 7-14 years old. Parents of the same children were requested to fill-out the SDQ questionnaire (SDQ-PR).  Psychometric property of SDQ-PR was analyzed using Alpha Cronbach and Principal Axis Factoring Analysis. Screening quality of SDQ-PR was examined using Receiver Operating Characteristic (ROC), Likelihood Ratio (LR+ and LR-), and Chi-square. Reliabilities of SDQ-PR in all subscales were (α = 0.562 to α = 0.684) except subscale of peer-problem (α = 0.174). Different from the original version of SDQ-PR that consists of 5 subscales, this study revealed 8 subscales. LR and ROC analyses for hyperkinetic revealed LR+ = 1.84 and LR– = 0.51, sensitivity = 67.6% and specificity = 63.3% with cut-off score ≥ 6. For behavior disorder, the LR+ = 2.3, LR- = 0.42, sensitivity = 70.96%, and specificity = 69.15% with cut-off score ≥ 4. As for behavior disorder the LR+ = 1.07, LR- = 0.94, sensitivity = 50%, specificity 53.27% with cut-off score ≥ 4. Chi-square score indicated a significant correlation between SDQ-PR and the diagnoses from child psychologist for hyperkinetic and behavior disorder, but not for an emotional problem.

scholarly journals The predictive validity of the Strengths and Difficulties Questionnaire in preschool age to identify mental disorders in preadolescence

PLoS ONE ◽  
2019 ◽  
Vol 14 (6) ◽  
pp. e0217707 ◽  
Author(s):  
Louise G. Nielsen ◽  
Martin K. Rimvall ◽  
Lars Clemmensen ◽  
Anja Munkholm ◽  
Hanne Elberling ◽  
...  
Keyword(s):  
Mental Disorders ◽  
Predictive Validity ◽  
Preschool Age ◽  
Strengths And Difficulties Questionnaire ◽  
Strengths And Difficulties

Individual Differences in Music Listening Responses of Kindergarten Children

2002 ◽  
Vol 50 (4) ◽  
pp. 292-300 ◽  
Author(s):  
Wendy L. Sims ◽  
D. Brett Nolker
Keyword(s):  
Individual Differences ◽  
Small Group ◽  
Teacher Ratings ◽  
Preschool Age ◽  
Kindergarten Children ◽  
Music Listening ◽  
Older Children ◽  
Group Activities ◽  
Preschool Age Children ◽  
Small Group Activities

In this project, we examined a phenomenon observed in two previous studies: When children were given the opportunity to listen to four pieces of music for as long as they chose in individual listening sessions, large differences were apparent among different children s total listening times. However, individual children tended to be remarkably consistent within their own approach to listening to the pieces, listening to each of the four for very similar lengths of time. The present study was designed to replicate and extend aspects of those studies with older children, and to examine how listening times would relate to teachers' ratings of the children's attention during large- and small-group activities. Results indicated that the kindergarten participants' listening times were consistent with the previous responses of preschool-age children. Additionally, time spent listening bore no relationship to either teacher ratings of attention or to age.

Development and Validation of a Q-Sort Procedure to Assess Temperament and Behavior in Preschool-Age Children

2002 ◽  
Vol 31 (4) ◽  
pp. 525-539 ◽  
Author(s):  
Maureen E. Buckley ◽  
Daniel N. Klein ◽  
C. Emily Durbin ◽  
Elizabeth P. Hayden ◽  
Kirstin C. Moerk
Keyword(s):  
Preschool Age ◽  
Preschool Age Children ◽  
And Behavior ◽  
Development And Validation ◽  
Q Sort
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