scholarly journals The Bifactor Model of the Strengths and Difficulties Questionnaire

2013 ◽  
Vol 29 (4) ◽  
pp. 299-307 ◽  
Author(s):  
Andrea Kóbor ◽  
Ádám Takács ◽  
Róbert Urbán
Keyword(s):  
Behavioral Problems ◽  
Mental Health Problems ◽  
Community Sample ◽  
Bifactor Model ◽  
Strengths And Difficulties Questionnaire ◽  
Confirmatory Factor Analyses ◽  
Measurement Models ◽  
Childhood Mental Health ◽  
Childhood Behavioral Problems ◽  
Strengths And Difficulties

The Strengths and Difficulties Questionnaire (SDQ) is a frequently used instrument developed for screening childhood mental health problems. The aim of this study is to clarify the structure of the Hungarian version of SDQ, to test previous measurement models, and to propose an alternative bifactor model. Data were collected from a community sample of 8–13-year-old children. We conducted a series of confirmatory factor analyses on parent (n = 383) and teacher ratings (n = 391). The classic five-factor, an alternative three-factor, and a bifactor model were estimated. In the bifactor model, specific components refer to the five SDQ-traits, and the General Problems factor refers to an impression about the problem severity of the child. For both informants, the bifactor model yielded the best fit to the data compared to other models. Childhood behavioral problems can be best described as a multidimensional construct, which has implications regarding the screening procedure in various samples.

The Factor Structure of the Strengths and Difficulties Questionnaire

2007 ◽  
Vol 23 (2) ◽  
pp. 105-112 ◽  
Author(s):  
David Mellor ◽  
Mark Stokes
Keyword(s):  
Factor Structure ◽  
Behavioral Problems ◽  
Community Sample ◽  
Strengths And Difficulties Questionnaire ◽  
Underlying Structure ◽  
Factor Analyses ◽  
Confirmatory Factor Analyses ◽  
Confirmatory Factor ◽  
Strengths And Difficulties ◽  
Matched Data

Abstract. The Strengths and Difficulties Questionnaire (SDQ) has been widely adopted as a measure of child and adolescent mental health and behavioral problems. However, despite an impressive number of studies demonstrating its psychometric properties, appropriate analyses of the instrument's underlying structure have not been reported. We conducted confirmatory factor analyses on matched data obtained from a large community sample of 7-17-year-olds, their parents, and their teachers. The analyses indicated that the reputed factor structure was not supported, with none of the subscales being unidimensional. Further, each informant group appeared to respond differently to the questionnaire. Considering the findings in relation to the stringency of the tests used to evaluate the SDQ, its utility, and previous research on its clinical validity, it is suggested that the SDQ be used with caution and in conjunction with other forms of assessment.

scholarly journals Psychometric Properties of the Dutch Strengths and Difficulties Questionnaire (SDQ) in Adolescent Community and Clinical Populations

Assessment ◽  
2018 ◽  
Vol 27 (7) ◽  
pp. 1476-1489 ◽  
Author(s):  
Jorien Vugteveen ◽  
Annelies de Bildt ◽  
Marike Serra ◽  
Marianne S. de Wolff ◽  
Marieke E. Timmerman
Keyword(s):  
Measurement Invariance ◽  
Factor Structure ◽  
Mental Health Problems ◽  
Strengths And Difficulties Questionnaire ◽  
Community Settings ◽  
Community Based ◽  
Confirmatory Factor Analyses ◽  
Confirmatory Factor ◽  
Strengths And Difficulties ◽  
Sum Scores

This study assessed the factor structures of the Strengths and Difficulties Questionnaire (SDQ) adolescent and parent versions and their measurement invariance across settings in clinical ( n = 4,053) and community ( n = 962) samples of Dutch adolescents aged 12 to 17 years. Per SDQ version, confirmatory factor analyses were performed to assess its factor structure in clinical and community settings and to test for measurement invariance across these settings. The results suggest measurement invariance of the presumed five-factor structure for the parent version and a six-factor structure for the adolescent version. Furthermore, evaluation of the SDQ scale sum scores as used in practice, indicated that working with sum scores yields a fairly reasonable approximation of working with the favorable but less easily computed factor scores. These findings suggest that adolescent- and parent-reported SDQ scores can be interpreted using community-based norm scores, regardless of whether the adolescent has been referred for mental health problems.

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 Is Using the Strengths and Difficulties Questionnaire in a Community Sample the Optimal Way to Assess Mental Health Functioning?

PLoS ONE ◽  
2016 ◽  
Vol 11 (1) ◽  
pp. e0144039 ◽  
Author(s):  
Sharmila Vaz ◽  
Reinie Cordier ◽  
Mark Boyes ◽  
Richard Parsons ◽  
Annette Joosten ◽  
...  
Keyword(s):  
Mental Health ◽  
Community Sample ◽  
Strengths And Difficulties Questionnaire ◽  
Mental Health Functioning ◽  
Health Functioning ◽  
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.

scholarly journals Using the Strengths and Difficulties Questionnaire (SDQ) to screen for child psychiatric disorders in a community sample

2000 ◽  
Vol 177 (6) ◽  
pp. 534-539 ◽  
Author(s):  
Robert Goodman ◽  
Tamsin Ford ◽  
Helen Simmons ◽  
Rebecca Gatward ◽  
Howart Meltzer
Keyword(s):  
Psychiatric Disorders ◽  
Separation Anxiety ◽  
Community Sample ◽  
Strengths And Difficulties Questionnaire ◽  
Psychiatric Diagnoses ◽  
Older Children ◽  
Community Screening ◽  
Child Psychiatric ◽  
Specific Phobias ◽  
Strengths And Difficulties

BackgroundChild psychiatric disorders are common and treatable, but often go undetected and therefore remain untreated.AimsTo assess the Strengths and Difficulties Questionnaire (SDQ) as a potential means for improving the detection of child psychiatric disorders in the community.MethodSDQ predictions and independent psychiatric diagnoses were compared in a community sample of 7984 5- to 15-year-olds from the 1999 British Child Mental Health Survey.ResultsMulti-informant (parents, teachers, older children) SDQs identified individuals with a psychiatric diagnosis with a specificity of 94.6% (95% CI 94.1–95.1%) and a sensitivity of 63.3% (59.7–66.9%). The questionnaires identified over 70% of individuals with conduct, hyperactivity, depressive and some anxiety disorders, but under 50% of individuals with specific phobias, separation anxiety and eating disorders. Sensitivity was substantially poorer with single-informant rather than multi-informant SDQs.ConclusionsCommunity screening programmes based on multi-informant SDQs could potentially increase the detection of child psychiatric disorders, thereby improving access to effective treatments.

scholarly journals The Strengths and Difficulties Questionnaire Predicts Concurrent Mental Health Difficulties in a Transdiagnostic Sample of Struggling Learners

2020 ◽  
Vol 11 ◽  
Author(s):  
Annie Bryant ◽  
Jacalyn Guy ◽  
Joni Holmes ◽  
Keyword(s):  
Mental Health ◽  
Mental Health Problems ◽  
Depression Scale ◽  
Health Problems ◽  
Strengths And Difficulties Questionnaire ◽  
Anxiety And Depression ◽  
Developmental Problems ◽  
Increased Risk ◽  
Mental Health Difficulties ◽  
Strengths And Difficulties

Children and adolescents with developmental problems are at increased risk of experiencing mental health problems. The Strengths and Difficulties Questionnaire (SDQ) is widely used as a screener for detecting mental health difficulties in these populations, but its use thus far has been restricted to groups of children with diagnosed disorders (e.g., ADHD). Transdiagnostic approaches, which focus on symptoms and soften or remove the boundaries between traditional categorical disorders, are increasingly adopted in research and practice. The aim of this study was to assess the potential of the SDQ to detect concurrent mental health problems in a transdiagnostic sample of children. The sample were referred by health and educational professionals for difficulties related to learning (N = 389). Some had one diagnosis, others had multiple, but many had no diagnoses. Parent-rated SDQ scores were significantly positively correlated with parent ratings of mental health difficulties on the Revised Child Anxiety and Depression Scale (RCADS). Ratings on the SDQ Emotion subscale significantly predicted the likelihood of having concurrent clinical anxiety and depression scores. Ratings on the Hyperactivity subscale predicted concurrent anxiety levels. These findings suggest the SDQ could be a valuable screening tool for identifying existing mental health difficulties in children recognized as struggling, as it can be in typically developing children and those with specific diagnoses.

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