Bifactor Models of the Strengths and Difficulties Questionnaire in a Large U.S. Community Sample

2016 ◽  
Author(s):  
Kate Flory ◽  
Bethany A. Bell ◽  
Katelynn Burgess ◽  
Rebecca Siceloff
Keyword(s):  
Community Sample ◽  
Strengths And Difficulties Questionnaire ◽  
Bifactor Models ◽  
Strengths And Difficulties

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

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.

Confirmatory Factor Analysis of the Strengths and Difficulties Questionnaire in a Community Sample of French-Speaking Adolescents

2008 ◽  
Vol 24 (1) ◽  
pp. 1-8 ◽  
Author(s):  
Mathieu d'Acremont ◽  
Martial Van der Linden
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Conduct Problems ◽  
Community Sample ◽  
Strengths And Difficulties Questionnaire ◽  
Emotional Symptoms ◽  
Internal Reliability ◽  
Peer Problems ◽  
Confirmatory Factor ◽  
Strengths And Difficulties

Abstract. The Strengths and Difficulties Questionnaire (SDQ) assesses adaptive and problematic behavior in children and adolescents ( Goodman, 1997 ). The aim of this study was to test the construct validity of a French translation of the scale. Teachers completed the SDQ for their pupils (279 girls and 278 boys, 13-18 years). Confirmatory factor analysis (CFA) of the SDQ supported the original distinction between Conduct problems, Hyperactivity/Inattention, Peer problems, Emotional symptoms, and Prosocial behavior. Multigroup CFA revealed invariance of factor measurement across gender. In addition, boys had higher factor scores for Conduct problems, Hyperactivity/Inattention, and Peer problems whereas girls were more Prosocial. The internal reliability of the subscales ranges from acceptable to very good. These results indicate that the French version of the SDQ has a reliable factor organization among adolescent boys and girls.

The Strengths and Difficulties Questionnaire in a Community Sample of Young Children in Flanders

2006 ◽  
Vol 22 (3) ◽  
pp. 189-197 ◽  
Author(s):  
Karla Van Leeuwen ◽  
Thierry Meerschaert ◽  
Guy Bosmans ◽  
Leen De Medts ◽  
Caroline Braet
Keyword(s):  
Factor Analysis ◽  
Young Children ◽  
Child Behavior Checklist ◽  
Community Sample ◽  
Age Groups ◽  
Internalizing Behavior ◽  
Strengths And Difficulties Questionnaire ◽  
Dutch Version ◽  
Confirmatory Factor ◽  
Strengths And Difficulties

This study investigates some psychometric properties of the Dutch version of the Strengths and Difficulties Questionnaire (SDQ), a brief measure for screening behavioral and emotional problems in children and adolescents. In two independent Flemish community samples of young children, parents (Sample 1: N = 532; Sample 2: N = 1086) and teachers (Sample 1: N = 512; Sample 2: N = 1049) of children aged 4-8 completed all items of the SDQ. Exploratory factor analysis and confirmatory factor analysis provided evidence for both a three- and a five-factor solution. Internal consistency and interrater reliability of the different SDQ scales were found to be satisfactory, except for the Conduct problems and the Peer problems scales. A good construct validity with the subscales of the well-established Child Behavior Checklist was found. A 2 (gender) × 2 (age groups: 4-5 and 6-7 years) ANOVA indicated that more hyperactivity/inattention problems and more internalizing behavior was reported for the oldest age group. More behavior problems were reported for boys than for girls, whereas girls were attributed more prosocial behavior.

Investigating the Structural Model of the Strengths and Difficulties Questionnaire

2018 ◽  
Vol 34 (5) ◽  
pp. 312-320 ◽  
Author(s):  
Ilona Skoczeń ◽  
Radosław Rogoza ◽  
Marta Maćkiewicz ◽  
Małgorzata Najderska ◽  
Jan Cieciuch
Keyword(s):  
Prosocial Behavior ◽  
Children And Adolescents ◽  
Psychological Adjustment ◽  
Structural Model ◽  
Factor Model ◽  
Community Sample ◽  
Strengths And Difficulties Questionnaire ◽  
General Factor ◽  
Emotional Symptoms ◽  
Strengths And Difficulties

Abstract. The Strengths and Difficulties Questionnaire (SDQ) aims to assess problems in the psychological adjustment of children and youths. In this paper, we present results from an analysis of the structure of the SDQ. Data were collected from a community sample of 582 children and adolescents aged 10–19 years in Poland. The results showed that the bi-factor model yielded a good fit to the data. Out of five original SDQ factors, only emotional symptoms and prosocial behavior scales were distinguished from the general factor of difficulties. Additionally, two independent facets that concerned the characteristics of unsettlement and cautiousness have been extracted from the hyperactivity and conduct scales. The achieved structure differs from the theoretically assumed structure, but the findings are consistent with the Circumplex of Personality Metatraits (CPM), which was adapted to interpret the results. Moreover, with the help of the CPM, an additional difficulty that can be introduced to the model was identified.

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.

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