scholarly journals Assessing the readability of the self-reported Strengths and Difficulties Questionnaire

BJPsych Open ◽  
2018 ◽  
Vol 4 (2) ◽  
pp. 55-57 ◽  
Author(s):  
Praveetha Patalay ◽  
Daniel Hayes ◽  
Miranda Wolpert
Keyword(s):  
Young People ◽  
Reading Ability ◽  
Measure Development ◽  
The Self ◽  
Strengths And Difficulties Questionnaire ◽  
Self Report ◽  
Community Based ◽  
Strengths And Difficulties ◽  
Report Measure ◽  
Practice Community

The Strengths and Difficulties Questionnaire (SDQ) is one of the most widely used measures in child and adolescent mental health in clinical practice, community-based screening and research. Assessing the readability of such questionnaires is important as young people may not comprehend items above their reading ability when self-reporting. Analyses of readability in the present study indicate that the self-report SDQ might not be suitable for young people with a reading age below 13–14 years and highlight differences in readability between subscales. The findings suggest a need for caution in using the SDQ as a self-report measure for children below the age of 13, and highlight considerations of readability in measure development, selection and interpretation.Declaration of interestNone.

Psychometric Properties of the French Version of the Self-Report and Teacher Strengths and Difficulties Questionnaire (SDQ)

2007 ◽  
Vol 23 (2) ◽  
pp. 79-88 ◽  
Author(s):  
Christiane Capron ◽  
Carine Thérond ◽  
Michel Duyme
Keyword(s):  
Psychometric Properties ◽  
Current Data ◽  
The Self ◽  
Strengths And Difficulties Questionnaire ◽  
Self Report ◽  
Screening Tools ◽  
Group Methods ◽  
Epidemiological Sample ◽  
Strengths And Difficulties ◽  
Second Year

Abstract. This study was the first attempt at determining the psychometric properties of the French self-report and teacher Strengths and Difficulties Questionnaire (SDQ) versions. An epidemiological sample of 1,400 youths (12.8 ± 0.69 years), second-year schoolchildren (boys n = 692, girls n = 708), and their teachers completed the SDQ. The analyses assessed (1) reliability using the internal consistency and test-retest methods; (2) validity by means of homogeneity measures, factor analyses, and criterion group methods; and (3) inter-rater agreement. Cut-off scores were also determined. Gender was considered for factor and cut-off analyses. Psychometric properties were satisfactory for the total difficulties scale both for the self-report and teacher SDQs (although somewhat less so for the self-report subscales). The five-factor structure theoretically expected was confirmed for both SDQs. Scores above the 90th percentile were associated with an increase in the number of at-risk youths from two groups (school failure or referred for psychological care). The current data demonstrated that the French SDQ versions could accurately measure psychopathological symptoms in youths and be considered as screening tools whose validity would appear to be promising.

The strengths and difficulties questionnaire self-report: sensitivity and specificity testing to identify conduct problems in Indonesian adolescents

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sonny Tirta Luzanil ◽  
Sherly Saragih Turnip
Keyword(s):  
Conduct Problems ◽  
Sensitivity And Specificity ◽  
Diagnostic Interview ◽  
The Self ◽  
Strengths And Difficulties Questionnaire ◽  
Self Report ◽  
Operating Characteristics ◽  
Double Blind ◽  
Content Type ◽  
Strengths And Difficulties

Purpose The Strengths and Difficulties Questionnaire (SDQ) has been validated as a screening tool for identifying difficulties in adolescents in various countries. According to the results, the SDQ needs clinical evaluations to discriminate between adolescents with and without problems. This study is part of a research group that developed the self-report Indonesian version of the SDQ. Therefore, this study aims to evaluate the sensitivity and specificity of the self-report Indonesian version of the SDQ conduct problems subscale and identify the optimum cut-off score for Indonesian adolescents. Design/methodology/approach This study was a double-blind non-experimental study, in which the self-report SDQ score was compared to the diagnostic interview. Participants that completed the SDQ were 708 10th-grade students in Jakarta, with 40 students from the sample randomly selected through the double-blind technique for the diagnostic interview. Findings Crosstab’s analysis showed that the SDQ conduct problems subscale had a sensitivity value of 77.3% and a specificity value of 83.3%. Receiver operating characteristics analysis showed that the cut-off score of 4 used in this study is ideal for identifying individuals with conduct problems. Originality/value The SDQ has good accuracy for screening conduct problems among adolescents. Moreover, it will be helpful for parents, teachers, professionals and adolescents to screening conduct problems.

The strengths and difficulties questionnaire: The self-report version in American urban and suburban youth.

2008 ◽  
Vol 20 (2) ◽  
pp. 175-182 ◽  
Author(s):  
Vladislav Ruchkin ◽  
Stephanie Jones ◽  
Robert Vermeiren ◽  
Mary Schwab-Stone
Keyword(s):  
The Self ◽  
Strengths And Difficulties Questionnaire ◽  
Self Report ◽  
Strengths And Difficulties

scholarly journals Age Appropriateness of the Self-Report Strengths and Difficulties Questionnaire

Assessment ◽  
2020 ◽  
pp. 107319112090338
Author(s):  
Louise Black ◽  
Rosie Mansfield ◽  
Margarita Panayiotou
Keyword(s):  
Measurement Invariance ◽  
Factor Structure ◽  
Structural Equation ◽  
Age Groups ◽  
Quality Criteria ◽  
The Self ◽  
Strengths And Difficulties Questionnaire ◽  
Self Report ◽  
Wide Range ◽  
Strengths And Difficulties

The self-report version of the Strengths and Difficulties Questionnaire is widely used in clinical and research settings. However, the measure’s suitability for younger adolescents has recently been called into question by readability analysis. To provide further insight into the age-appropriateness of the self-report Strengths and Difficulties Questionnaire, readability was assessed at the item level alongside consideration of item quality criteria, its factor structure was analyzed, and measurement invariance between adolescents in Year 7 (age 11-12 years) versus Year 9 (age 13-15 years) was tested. The measure showed a wide range of reading ages, and the theorized factor structure was unacceptable. Measurement invariance was therefore considered for a flexible exploratory structural equation model, and no evidence of differences between age groups was found. Suggestions are made for the measure’s revision based on these findings.

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