scholarly journals Adaptive Functioning in Students with Cochlear Implants Assessed in Spain through the Strengths and Difficulties Questionnaire

2017 ◽  
Vol 10 (1) ◽  
pp. 129
Author(s):  
Olga María Alegre De la Rosa ◽  
David Pérez-Jorge ◽  
María del Carmen Rodríguez Jiménez ◽  
Ana Isabel González Herrera
Keyword(s):  
Prosocial Behavior ◽  
Cochlear Implants ◽  
Conduct Problems ◽  
Adaptive Functioning ◽  
Strengths And Difficulties Questionnaire ◽  
Classroom Teachers ◽  
Emotional Symptoms ◽  
Relationship Problems ◽  
Strengths And Difficulties ◽  
Specialist Teachers

Cochlear implantation has become increasingly accepted as an option for early implantation in the deaf. The aim of this study was to compare the opinions of 250 classroom teachers and 200 speech, language and hearing specialist teachers regarding the behavior and emotions of the students with cochlear implants using the Strengths and Difficulties Questionnaire (SDQ), which is divided between 5 scales: a) emotional symptoms, b) conduct problems, c) prosocial behavior, d) peer relationship problems, and e) hyperactivity/inattention. The results have shown that there are important discrepancies between the two, both in the externalization of conduct problems and in prosocial behaviors, although there are notable coincidences related to attention factors and to the exceptional presence of emotional symptoms of these students in new situations.

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.

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.

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.

Analysing Dynamic Change in Children’s Socio-Emotional Development using the Strengths and Difficulties Questionnaire in a large UK Longitudinal Study

2020 ◽  
Author(s):  
Lydia Gabriela Speyer ◽  
Anastasia Ushakova ◽  
Hildigunnur Anna Hall ◽  
Michelle Luciano ◽  
Bonnie Auyeung ◽  
...  
Keyword(s):  
Mental Health ◽  
Conduct Problems ◽  
Dynamic Change ◽  
Emotional Problems ◽  
Strengths And Difficulties Questionnaire ◽  
Mental Health Issue ◽  
Childhood And Adolescence ◽  
Peer Problems ◽  
Mental Health Difficulties ◽  
Strengths And Difficulties

Background: Most mental health difficulties have their onset during childhood and adolescence. Many children who suffer from one mental health issue also suffer from at least one comorbid disorder. Autoregressive latent trajectory models with structured residuals (ALT-SR) and multilevel graphical vector autoregression (GVAR) are recent complementary approaches that can help provide new insights into the reciprocal relationships between multiple mental health domains and advance the understanding of the development of comorbidities.Methods: This study uses ALT-SR and multilevel GVAR models to analyse the temporal, contemporaneous and between-person relationships between emotional problems, peer problems, conduct problems, hyperactivity/inattention and prosociality as measured by the parent-reported Strengths and Difficulties Questionnaire (SDQ) in 17,478 children taking part in the UK Millennium Cohort Study at ages 3, 5, 7, 11, 14 and 17 years. Results: Results from both the ALT-SR model and the multilevel GVAR model highlight that children’s strengths and difficulties in different domains of psychosocial functioning dynamically influence each other over- and within-time. The ALT-SR model highlighted that hyperactivity/inattention plays a central role in affecting other domains over developmental time while the GVAR model highlighted comparably strong bidirectional relationships between conduct problems and prosociality as well as between emotional problems and peer problems. Both models suggest that most domains are also related to each other over shorter timescales.Conclusion: This study highlights that mental health difficulties influence one another dynamically over time. As illustrated in the domains of the SDQ, these dynamic changes can be modelled using the complementary techniques of ALT-SR or GVAR models, each offering different insights into the nature of comorbidity.

scholarly journals Media Use of Mothers, Media Use of Children, and Parent–Child Interaction Are Related to Behavioral Difficulties and Strengths of Children

2019 ◽  
Vol 16 (23) ◽  
pp. 4651 ◽  
Author(s):  
Tanja Poulain ◽  
Juliane Ludwig ◽  
Andreas Hiemisch ◽  
Anja Hilbert ◽  
Wieland Kiess
Keyword(s):  
Prosocial Behavior ◽  
Conduct Problems ◽  
Screen Time ◽  
Role Model ◽  
Media Use ◽  
Child Interaction ◽  
Parent Child Interactions ◽  
Strengths And Difficulties ◽  
Parent Child Interaction ◽  
Parent Child

The present study investigated the associations of media use of children, media use of mothers, and parent-child interactions with behavioral strengths and difficulties in children. Screen time of 553 2- to 9-year-old children and their mothers were indicated by the daily durations of their TV/games console/computer/mobile phone use. The amount of parent–child interaction was indicated by the frequencies of shared activities at home. Behavioral strengths and difficulties of children were investigated using the Strengths and Difficulties Questionnaire. Children whose mothers reported high screen times (>/= 5 h/day) were significantly more likely to show high screen times (>/= 2 h/day). High screen time of children was associated with more conduct problems, more symptoms of hyperactivity/inattention and less prosocial behavior. High screen time of mothers was associated with emotional problems, conduct problems, and symptoms of hyperactivity/inattention. In contrast, a higher frequency of parent–child interactions was associated with fewer conduct problems, fewer peer-relationship problems, and more prosocial behavior of children. Children might use the media behavior of their mothers as a role model for their own media use. Furthermore, the findings suggest that media use of children and mothers and parent–child interaction contribute independently to behavioral strengths and difficulties of children.

scholarly journals My Friends Always Know When I’m Sad: How Children’s Emotion Understanding is Associated with Socio-Emotional Development

2021 ◽  
Author(s):  
◽  
Brylee Lamb
Keyword(s):  
Conduct Problems ◽  
Emotional Development ◽  
Emotional Problems ◽  
Emotion Understanding ◽  
Psychological Development ◽  
Strengths And Difficulties Questionnaire ◽  
Prosocial Behaviour ◽  
Children's Emotion ◽  
Strengths And Difficulties

<p>The current study examined whether prosocial, social, and psychological development in children are more strongly associated with an overall understanding of emotions, or whether certain aspects of development are associated with specific components of emotion understanding. 38 children aged between 6 and 9 years old were administered the Test of Emotion Comprehension and the Kusche Affective Interview-Revised. Their parents completed the Strengths and Difficulties Questionnaire. Overall emotion understanding was found to be associated with conduct problems. Specific components of emotion understanding were associated with peer and emotional problems and inattention-hyperactivity. Prosocial behaviour was not significantly associated with emotion understanding. Results suggest that social and psychological development are primarily associated with specific components of emotion understanding rather than overall understanding.</p>

scholarly journals Early childcare type predicts children’s emotional and behavioural trajectories into middle childhood. Data from the EDEN mother–child cohort study

2018 ◽  
Vol 72 (11) ◽  
pp. 1033-1043 ◽  
Author(s):  
Ramchandar Gomajee ◽  
Fabienne El-Khoury ◽  
Sylvana Côté ◽  
Judith van der Waerden ◽  
Laura Pryor ◽  
...  
Keyword(s):  
Conduct Problems ◽  
Middle Childhood ◽  
Socioeconomic Background ◽  
Peer Relationship ◽  
Emotional Symptoms ◽  
High Quality ◽  
Relationship Problems ◽  
Early Childcare ◽  
Prosocial Behaviours ◽  
The Impact

BackgroundThe scientific literature on the impact of early childcare on children’s behavioural and emotional difficulties shows contrasting results. We studied this association in France, where childcare is of high quality and children enter preschool at the age of 3.Methods1428 children from the EDEN (Etude des Déterminants du développement et de la santé de l’ENfant) mother–child cohort set up in France (Nancy and Poitiers) were followed up since pregnancy to the age of 8 years. Group-based trajectory modelling was used to model their trajectories of behavioural and emotional symptoms (emotional symptoms, peer relationship problems, hyperactivity/inattention, conduct problems, prosocial behaviours) ascertained by three measures (3, 5.5 and 8 years) of the Strengths and Difficulties Questionnaire. Using propensity scores and inverse probability weights (IPWs) to account for selection and confounding factors, we compared children in a childminder’s care or in centre-based childcare (from birth to age 3) with those in informal childcare.ResultsCompared with children in informal childcare, those who attended centre-based childcare had a lower likelihood of having high levels of emotional symptoms (ORIPW-adjusted=0.35, 95% CI 0.17 to 0.71), peer relationship problems (ORIPW-adjusted=0.31, 95% CI 0.15 to 0.67) and low prosocial behaviours (ORIPW-adjusted=0.50, 95% CI 0.28 to 0.90). Those who were looked after by a childminder had a higher likelihood of following a high trajectory of conduct problems (ORIPW-adjusted=1.72, 95% CI 1.05 to 2.81). Attendance of centre-based childcare for more than 1 year was especially protective of high levels of emotional, peer-related difficulties and low prosocial behaviours. Girls and children from a favourable socioeconomic background reaped more benefits of childcare than boys and those from a less favourable background.ConclusionHigh-quality centre-based childcare may be linked to lower levels of emotional symptoms.

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.

scholarly journals Strengths and difficulties questionnaire-teacher: Investigating its factor structure and utility with culturally and linguistically diverse students

2020 ◽  
Vol 30 (1) ◽  
pp. 43-57
Author(s):  
Nigar G. Khawaja ◽  
Lakshmi Dhushyanthakumar
Keyword(s):  
Factor Structure ◽  
Language Proficiency ◽  
English Language ◽  
School Setting ◽  
Linguistically Diverse ◽  
Strengths And Difficulties Questionnaire ◽  
Culturally And Linguistically Diverse ◽  
Emotional Symptoms ◽  
Strengths And Difficulties ◽  
The Impact

AbstractThe Strengths and Difficulties Questionnaire (SDQ), with its three forms (youth, parent and teacher version), is widely used to assess emotional and behavioural disorders in children and adolescents. The present study examined the factor structure and psychometric properties of the teacher version of the scale (SDQ-T) with adolescents from culturally and linguistically diverse (CALD) background. It also explored the impact of demographic factors on the mental health outcomes of CALD adolescents in the school setting as indicated by SDQ-T. Teachers from a Special English language transitional school in Brisbane, Australia completed the SDQ-T for 175 culturally and linguistically diverse adolescents. The exploratory factor analysis indicated a 23-item scale with a four-factor structure: Prosocial Behaviour, Hyperactivity, Emotional Symptoms, and Behavioural Problems. The revised scale had sound internal consistency. Findings indicated that CALD adolescents from refugee backgrounds scored higher on Emotional Symptoms, Conduct and Peer Problems, and SDQ total difficulties. There were no differences on subscale scores based on gender or English language proficiency. SDQ-T emerged as a promising scale that can be used to understand CALD adolescents’ postmigration emotional experiences, risks and protective factors. The implications of the SDQ-T in schools with adolescents from migrant and refugee backgrounds are discussed.

scholarly journals A Longitudinal and Gender Invariance Analysis of the Strengths and Difficulties Questionnaire Across Ages 3, 5, 7, 11, 14, and 17 in a Large U.K.-Representative Sample

Assessment ◽  
2021 ◽  
pp. 107319112110093
Author(s):  
Aja Louise Murray ◽  
Lydia Gabriela Speyer ◽  
Hildigunnur Anna Hall ◽  
Sara Valdebenito ◽  
Claire Hughes
Keyword(s):  
Conduct Problems ◽  
Developmental Trajectories ◽  
Emotional Problems ◽  
Strengths And Difficulties Questionnaire ◽  
Peer Problems ◽  
Gender Invariance ◽  
Residual Level ◽  
Strengths And Difficulties ◽  
And Gender ◽  
Age Range

Developmental invariance is important for making valid inferences about child development from longitudinal data; however, it is rarely tested. We evaluated developmental and gender invariance for one of the most widely used measures of child mental health: the parent-reported Strengths and Difficulties Questionnaire (SDQ). Using data from the large U.K. population-representative Millennium Cohort Study ( N = 10,207; with data at ages 3, 5, 7, 11, 14, and 17 years), we tested configural, metric, scalar, and residual invariance in emotional problems, conduct problems, hyperactivity/inattention, prosociality, and peer problems. We found that the SDQ showed poor fit at age 3 in both males and females and at age 17 in males; however, it fit reasonably well and its scores were measurement invariant up to the residual level across gender at ages 5, 7, 11, and 14 years. Scores were also longitudinally measurement invariant across this age range up to the partial residual level. Results suggest that the parent-reported SDQ can be used to estimate developmental trajectories of emotional problems, conduct problems, hyperactivity/inattention, prosociality, and peer problems and their gender differences across the age range 5 to 14 years using a latent model. Developmental differences outside of this range may; however, partly reflect measurement differences.

Sign in / Sign up

Export Citation Format

Share Document